1 Introduction

Introduces the core objective of the Performance Culture Pedagogy, which is to help learners acquire the target language culture while learning a foreign language, emphasizing the concept of the Third Space and its importance in intercultural communication. It also outlines the development of Third Space theory and its application in the fields of language and intercultural studies, points out the impact of combining Performance Culture Pedagogy with Third Space theory on Chinese language teaching, and presents the research purpose of this paper.

2 Performance Culture and the Third Space: Theoretical Development

This section delves into the development of Performance Culture and Third Space theory, explaining how Performance Culture Pedagogy facilitates the construction of the Third Space in foreign language teaching. First, through the research of Walker and Jian (2016), it clarifies that the Third Space is constructed through conversational communication rather than declarative communication, emphasizing the importance of open communication. Next, it discusses the definition of culture from the perspective of Performance Culture, viewing culture as the source of meaning for individual communicative intentions, rather than simply national or linguistic culture. Furthermore, the chapter explores how Performance Culture fosters "other-awareness" in foreign language learners, helping them develop new consciousness through repeated practice of target language behaviors and knowledge culture, thereby better co-constructing the Third Space with target language speakers. It also highlights the role of Performance Culture Pedagogy in shaping and expanding effective Third Space personality profiles, assisting learners in balancing the relationship between self and others in intercultural communication and developing multilingual, transcultural Third Space personalities. Finally, it points out the limitations of this theory in its early stages of development, particularly at the practical level, and notes that further in-depth research is needed regarding the specific construction processes of the Third Space across different linguistic and cultural backgrounds and multi-layered contexts, as well as the dynamic negotiation mechanisms of power relations and identity.

3 Performance Culture and the Third Space: Empirical Research

This section reviews the progress of empirical research on Performance Culture and Third Space theory in the field of teaching Chinese as a second/foreign language. The research covers various aspects including intercultural communication, language learning motivation, specialized domains, and racialinguistics. Among them, Zhang et al. (2023) studied the experiences of heritage and non-heritage advanced Chinese users negotiating Third Space personality profiles in multilingual workplaces in China, finding that both groups faced mismatches between how they were perceived by others and their self-presented personalities, and they employed different strategies to navigate cultural expectations in the workplace. Zeng (2018) explored how foreign professionals in Chinese workplaces construct the Third Space through discursive practices via a case study, noting both possibilities and limitations for learners and native speakers negotiating the Third Space in intercultural contexts. Jia (2021) investigated the relationship between negotiating the Third Space, establishing specialized domains, and advanced Chinese learning motivation, finding that factors such as specialized domain courses and interaction with the target language community were effective in sustaining learning motivation. Zeng (2021) focused on the experiences of Chinese learners negotiating the Third Space with Chinese netizens in the virtual online community "Zhihu," finding that most learners struggled to successfully construct a Third Space. These studies provide important insights for Chinese language teaching practices but also face limitations such as sample constraints.

4 Performance Culture and the Third Space: Teaching Practice and Material Development

This section discusses the application of Performance Culture in Third Space teaching practices and material development. It introduces Performance Culture teaching practices framed by the Third Space, such as the teaching designs and reflections in the anthology by Wang and Jia (2023), the fieldwork and observation activities by Zhang and Li (2023), and the advanced Chinese course design by Zhang et al. (2023). Regarding material development, textbooks like the "Performing China" series are mentioned, which are written around specific scenarios to help learners build personal memories and expand their Third Space personality profiles.

5 From Theory to Practice: Principles and Unique Advantages of Performance Culture for Cultivating Third Space Competence

This section discusses the principles and advantages of Performance Culture Pedagogy in cultivating learners' Third Space competence. First, through dialogue performances and semi-improvisational drills in authentic Chinese cultural contexts, it helps learners accumulate target cultural expectations and communication strategies, fostering "other-awareness." Second, it guides learners to recognize the diverse expectations that target language cultures may have for learners from different backgrounds, and through classroom extensions and extracurricular practices—such as observation, interviews, and participation in online communities—it helps them accumulate individual memories. Finally, based on "other-awareness," it assists students in developing individual strategies and Third Space personalities through classroom drills and extracurricular social connections, emphasizing the teacher's role as the "other" during drills to provide authentic feedback.

6 Conclusion and Outlook

This section summarizes the current state of interactive development between Performance Culture and Third Space theory, noting that the research by Walker and Jian provides a new perspective for intercultural communication and foreign language teaching. It emphasizes the importance of bidirectional interaction and dynamic negotiation in specific contexts, and suggests that future theoretical development should focus on specific models and conceptual frameworks for Third Space construction. Current empirical research primarily targets intermediate and advanced Chinese learners; future research should also include beginner and intermediate learners. While Performance Culture Pedagogy aligns well with the Third Space framework, related teaching practice research remains insufficient. Future studies need to innovate and optimize research methods, develop theoretical frameworks, and hold significant implications for frontline Chinese language teachers.