# data[].attributes.body
2.language learning focus on meaning.
3.communicative competence is the desired goal.
4.interact with classmates without textbooks
5.the passion to communicate with each others is the intrinsic motivation.
6.
7.attends to meaning
8.flexibility
9.at the same time
10.creativity
11.contextualization is required.
12. drilling is not necessary.
13.native-speaker-like pronunciation is acceptable.
14.grammatical explanation is
15.at the same time
16.is acceptable
17.agree
18.disagreement is encouraged.
19.no
20.no

# data[].attributes.body
1. the way for communication
2. getting across
3.communicative competence
4. natural language use
5. using language
6. students' communicative p
7. focus on form
8. spontaneous
9. purpose

11. necessarily contextualized
12.interaction is the central technic
13. getting meaning across
14. grammatical  explanation is avoided
15. connunicative activity come first
16. can be used occasionally
17. emphasuzed
18. leraner oriented
19.lerners choice
20. getting meaning across

# data[].attributes.headline
1.error is good and can reflect the performance of the L2 learners

# data[].attributes.subject
1.error is good and can reflect the performance of the L2 learners

# data[].attributes.body
2. cc
3. use language fluently and appropriately

4. interact with others naturally in the real-world conversation
5. to communicate with others
6. more flexible
7. focus on meaning and communicative needs
8. based on authentic communication
9.four skills occur at the same time

# data[].attributes.body
1. Students are encouraged to make errors.
2. It focuses on interaction between students.

# data[].attributes.body
1. Errors are accepted in CLT, because language is created by individual
2. Language learning is to learn to communicate in real world
3.Linguistic competence is one dimension of  communicative competence,which is the ultimate desired goal
4. Students are expected to interact with each other
7. It focuses on meaning more than structure and form
12. Drilling is not a central technique
13. native-speaker-like pronunciation is not necessary
14. Grammatical explanation is not avoided

# data[].attributes.body
1. Errors are regarded as window of the interlanguage in the learner's mind, and they reflect the rules that haven't been mastered by the learner yet.
2. LL is improving communicative competence. LL focus on meaning and function.
3. CC is the goal.
4. Students are expected to interact with other speakers.
5. Interest in the meaning of language.
6. The use of language is decided by linguistic knowledge and the context.
7. Focus on meaning.
8. understanding of meaning
9. Speaking and listening are valued.
11. language items are related to context.
12. Conversation is important.
13. As long as people can understand each other
14. Grammatical instruction is needed, but not the focus
15. Communicative activities are the main process.
16. L1 is not definitely forbidden.
17. Varieties of language are accepted.
18. learner-centered. learner autonomy.
19. Teacher doesn't decide everything. Students have freedom.
20. Understanding and fluency are more important than the right form.

# data[].attributes.headline
1. errors are acceptable. Errors are essential part of learning process

# data[].attributes.subject
1. errors are acceptable. Errors are essential part of learning process

# data[].attributes.body
2.  not only linguistic knowledge, but also the use of language
3. not only but also: sociocultural, discourse and strategic competences
4. individual work or group work
5. intrinsic motivation may originate from an interest in meaning/ they want to communicate (communication drives CLT)
6. determined by the communicative needs of learners
7. meaning focused
8. demands practice
9. four skills are equally important
11. language items should be contextualized
12. Communication is a central technique
13. native-speaker-like pronunciation is not as necessary as understandable
14. grammatical explanation can be used in pre-task or post-task phase
15. communicative activities
16. L1 is allowed, could be used, especially the teachers realize that students have difficulty in understanding.
17. the diversities of language used are accepted
18. learner-centred, teacher plays a role of a facilitator (co-learner/guide). Students have autonomy on what they want to say.
19.
20

# data[].attributes.body
1. Errors are acceptable in the communication but should be corrected in learning.
2. Language learning is to develop communicative competence
3. Linguistic competence is an aspect of communicative competence.
4. Students are expected to communicate with their peers in a real world context.
5. Instrinsic motivation will spring from the need of communicating with people who have different L1 backgrouds.
6. The sequence of units is determined by degree of pragmatics.
7. Attends to meaning across more than structures and form.
8. Flexible dialogues.
9

# data[].attributes.headline
1. Language is about communication, thus, when error occurs, it does not mean so much as in the ALM.

# data[].attributes.subject
1. Language is about communication, thus, when error occurs, it does not mean so much as in the ALM.

# data[].attributes.body
2. Learning structures, and words are only part of CLT, not the core of it.
3.L C is only part of the goal, there are other 3 goals to develop including culture, sociocuture, and strategic competence.
4.Using the language, relating the real world conversation/communication.
5.Not only the structure, also other factors like culture, personal interest (education, business).
6. Not only grammar or vocabulary.
7.Meaning more than form/ structure.
8.Real world tasks.
9. As long as the students want to read or write, all skill can be integrated.
10.Reak world tasks.
11. Contextualized.

# data[].attributes.body
10. speaking fluency
11.  think carefully about context
12. individual interaction and experience are important
13. relalization of communication
14. grammatical copetence is needed
15. activities are mian teaching tool
1

# data[].attributes.body
1. "Language is habit" is correct.
2.Language learning focuses on the meanings.
3. Linguistic competence is only one part of the desired goal, discourse competence and sociocultural competence also should be included.
4. Students are expected to interact with their peers and are free to talk with others.
5. entrinsic motivation is to communicate with others via using TL,
6.The design of the syllabus mainly depends on the students themselves. (characteristics, interests, e.g.)
7. Attend to focus on meaning rather than language using correctness.
8. Not highly concentrate on memorization of structure-based dialogue but the creativity and flexibility are the principle features of CLT.
9. Reading and writing activities sometimes are regarded as a part of CLT even though students have not mastered the speech.
11. The context in CLT is related to the real-world.
12.More free talks and conversations in CLT rather than drilling.
13. Students can keep their own accent in TL.
14. Grammatical explanation sometimes may be explained in pre-task.
15. Communicative process occupy most times in whole class.