Can Task-based Learning Approach Help Attract Students with Diverse Backgrounds Learn Chinese at A Danish University?

Task-based method is regarded as a meaningful approach for promoting interaction and collaboration in language learning. In an elective Chinese language beginner course at Aalborg University, Denmark, a selection of tasks are designed and used to attract the students’ interests in learning a new foreign language. Chinese culture elements are also integrated into the tasks and the learning process. By analyzing seven items of a post-course survey, this paper investigates the learners’ opinions towards the Task-based language teaching and learning method and toward the method of integrating culture in the language learning in this course. The result indicates that course participants were generally positive about their experiences and learning processes during the course, not only the task-based method but also integrating culture into language learning. Learners of diverse backgrounds in terms of gender and study programs showed good interests in this method and the course itself. Nevertheless, it is necessary to study the concrete effect of various types of tasks to maximize the learning outcome