Abstract
Task-based language teaching (TBLT) has been drawing increased attention from language teachers and researchers in the past decade. This paper focuses on the effects of TBLT on beginner learners of Chinese as a foreign language (CFL) in Denmark. Participatory observation and semi-structured interviews were carried out with 18 participants from two beginning-level Chinese classes. Qualitative analysis of the data indicates that TBLT benefits learners in terms of increasing participation, creating more opportunities for speaking, easing learners’ anxiety, and enhancing enjoyment. However, TBLT encountered challenges such as lack of Chinese pronunciation practice, difficulty in balancing learners’ different preferences for learning strategies, and a lack of sufficient instructional time support. Possibilities for improving TBLT and proposals are discussed. This study provides further evidence that TBLT is not a one-size-fits-all method, but rather interacts with various contextual factors in its application, and suggests that the features of the Chinese language need to be taken into consideration as well.
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