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On the Communicative Language Teaching (CLT), Brown (2000) states that as the field of second language pedagogy has developed and matured over the past few decades, we have experienced a number of reactions and counter-reactions in methods and approaches to language teaching and observe the trends as they came and went. As a definition of CLT judge the following statements as true (T) or false (F):
I. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.
II. Fluency and accuracy are seen as complementary principles underlying writing techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
III. Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence.
IV. In the communicative classroom, students ultimately, have to use the language, productively and receptively, in unrehearsed contexts.