Authentic task (or real world task)

A task which involves learners in using language in a way that replicates its use in the ’real world’ outside the language classroom. Filling in blanks, changing verbs from the simple past to the simple present and completing substitution tables are, therefore, not authentic tasks. Examples of authentic tasks would be answering a letter addressed to the learner, arguing a particular point of view and comparing various holiday brochures in order to decide where to go for a holiday. See pedagogic task.

Authentic text

A text which is not written or spoken for language teaching purposes. A newspaper article, a rock song, a novel, a radio interview and a traditional fairy tale are examples of authentic texts. A story written to exemplify the use of reported speech, a dialogue scripted to exemplify ways of inviting and a linguistically simplified version of a novel would not be authentic texts. See simplified texts; text.

B

Backwash effect (in testing)

The effect of a test on teaching. In some countries, national language examinations have a major impact on teaching and teachers often ‘teach to the tests’. In order to bring about changes in teaching, changes in the tests may have to be made. For example, if the education department in a country wanted schools to spend more time teaching listening skills, one way to bring this about would be to introduce a listening test into state examinations. The ~ would be that teachers would then spend more time teaching listening skills.

Basic skills

The skills and competences needed to function in contemporary society, e.g. listening, speaking, reading, writing and mathematics.

Behaviourist Learning Theory / behaviourism

This a general theory of learning, developed by B. F. Skinner. It sees learning as the formation of habits. These are formed when the learner is confronted with specific stimuli which lead to responses, which are, in turn, reinforced by rewards or corrected. Environmental factors (input, teacher, classroom, etc.) are seen as more important than the student’s mental, internal factors.