Abstract
This study aims to discuss the use of authentic language in materials for learners of Czech as a foreign language (CFL). More specifically, it presents how L2 learners perceive teaching materials based on authentic texts and examples. After COVID-19, when a lot of classes moved to online mode and learners do not have the opportunity to acquire language outside the classroom, it is useful to provide them with authentic input accessible from many sources. One of them is a language corpus delivering real-life texts from variety disciplines, genres in written and spoken register (Römer, 2011). Other examples are YouTube channels, online newspapers etc.
Given above, the new CFL coursebook Klikni na to! (Author, 2021) was written in 2021. It includes authentic texts (slightly adapted newspaper articles) and listening activities (online videos), as well as grammar exercises created from corpus examples. It is intended for learners on the A2 language level, however, the reading and listening tasks exceed the given level. This material was used with 16 learners at the Summer School of Slavonic Studies at Charles University in 2021. The analysis examines whether learners find the activities in the textbook too difficult or rather challenging and thus captivating and beneficial. It is based on a survey that consists of 22 questions focusing on language skills (listening, reading, speaking), and grammar.
The preliminary results show that the learners consider authentic materials valuable in terms of enriching vocabulary and debating interesting topics. They appreciated corpus examples in learning grammar because they enjoyed discussing the rules. Moreover, the learners regard authentic texts as much more difficult than their language level, but they see it as an advantage rather than a disadvantage.
The results of our survey have shown the learners appreciated authentic texts and examples. This should be taken into account by future authors of CFL coursebooks. As Gilmore (2004) points out, English textbooks have included authentic texts in past years. Nevertheless, this purpose is still underestimated in the context of CFL. Although there is an effort to incorporate elements of everyday language into teaching materials (Holá, 2019), texts are mostly written by authors and tend to be too simplified. It may cause misunderstanding, because Czechs are not used to accommodate their language in conversations with foreigners (Bulejčíková, 2015, pp. 76-86). Therefore, it is crucial to include more authentic language in Czech textbooks to meet learners' needs.