As a teaching approach and research method, dramatizing teaching approach has been a relevantly independent subject in western countries and its application in Chinese Lessons and research have been paid much attention. Dramatizing teaching was applied in the final Chinese examination by a professor. He asked students to organize small groups, wrote the scripts and perform a drama named Kong Yiji in the US by students themselves. Script student wrote would be used to grade a mark as the score of writing and the performance would be used to grade a mark of their speaking.

Students from different language backgrounds study in one classroom will be one of the advantages for intercultural teaching. For example, one Chinese Lessons teaching practice of dramatizing teaching approach organized students who are learning Mandarin in China from different cultural backgrounds to perform a short drama scripted by group members themselves.

There was one typical plot in their performance for this Chinese lesson. A Chinese girl Lili told the Australian boy David who is learning Mandarin in China that one reason that her mother would like her not to have foreign boyfriend is because her mother thinks the Australian man is “lazy and only likes drinking beer and watching football games all the day.” But the Australian students didn’t think so. After the performance students had discussion on this spontaneously. Asian students thought that their parents all had a specific view on “foreign son-in-law”, some of which even talked about their own experience. The teacher also took part in the discussion with the experience that his mother visited Australia.

This kind of Chinese Lessons increased the western students’ knowledge about the Asian thinking means. Meanwhile, learners with different cultural backgrounds taking part in the classroom discussion forms a small environment of intercultural communication, which is good for enhancing the comprehension of foreign students on the culture of target language.

The following situation is also a very good example of intercultural teaching. In the performance of another group in this dramatizing Chinese Lessons teaching practice, when David (played by an Australian boy) met Lili (played by a Malaysian girl) again, he was going to give a hug to Lili in the Australian communicative way. However, the Asian girl got out of the way, which made everyone laughed.

After the performance, students discussed some issues such as whether this hug was appropriate and why. Through this kind of Chinese Lessons practice, the comprehension about the intercultural communicative factors like social distance and body contact in social contact in the two cultures were strengthened.

Thus it can be seen that dramatizing teaching approach can also creates the opportunity of acculturation. The acculturation refers to the acquisition process of learners to the social cultures of target language. Dramatizing teaching approach provides a chance of contacting and agreeing the culture of target language, which is good for decreasing the social distance between learners and target language cultures, as well as the possibility that learners have cultural shock in real social environment. The application of this teaching approach in Chinese Lessons practice have already gotten many achievements and good effects among students who are learning Mandarin in China.

Although dramatizing teaching was produced by western cultural education soil and can’t be completely copied and used in the teaching Chinese lessons to foreigners and research, the author thinks that applying dramatizing teaching approach in teaching reasonably and appropriately according to the teaching plans and needs is a good trial for teaching Chinese lessons to foreigners which realizes the principle with students at center and intercultural teaching.

This kind of classroom atmosphere is much more relaxed and fair for every student so that students’ talents and advantages can be made full use. Therefore, the Chinese teaching and learning will be much easier. Students can also take part in the teaching process unconsciously. We hope more teachers can be interested in and practice it in the future teaching.