1 Introduction

This section introduces the origin, background, and research significance of the Performed Culture Approach (PCA). Proposed by American scholars, PCA is a niche teaching method for East Asian languages and has not yet become mainstream. In foreign language education, cultural instruction remains a weak area, as traditional teaching methods fail to provide opportunities to explore linguistic and cultural awareness. This paper employs comparative analysis based on Edward Anthony's terminological framework to study the similarities and differences between PCA, Communicative Language Teaching, and the Audio-Lingual Method, establishing connections, emphasizing contributions, and enhancing understanding. The discussion is situated within the context of American foreign language education. Building on previous research, this paper reinterprets and revises the content in Chinese to facilitate communication among Chinese scholars.

2 Overview of Culture-Oriented Foreign Language Teaching

This section discusses the importance of cultural instruction in foreign language teaching and its shortcomings in practice. Since the 1960s, scholars have generally agreed that language and culture are inseparable, and cultural teaching is an integral part of foreign language education. However, cultural instruction is often marginalized in practice, primarily due to teachers' limited cultural knowledge and the inadequacies of current theoretical frameworks in foreign language teaching. Despite important documents such as the "Standards for Foreign Language Learning in the 21st Century" emphasizing the importance of culture, the integration of cultural instruction into actual teaching remains insufficient. Additionally, several culture-oriented foreign language teaching models are introduced, such as the Process Approach, the Multiliteracies Approach, and the Intercultural Communicative Competence Approach. However, these models have not been widely adopted. The Performed Culture Approach, as an emerging teaching method, successfully fills this gap by enabling students to acquire Chinese quickly and effectively while enhancing their intercultural communication skills.

3 Methods and Basis for Comparison

This chapter introduces the methods and basis for comparing the Performed Culture Approach with other major foreign language teaching schools. The paper adopts the definitional framework proposed by Anthony (1963), dividing foreign language teaching theories into three levels: teaching philosophy, teaching planning, and teaching techniques. It elaborates on the 14 items involved in the comparative analysis, including teaching objectives, teaching principles, teaching planning, and teaching techniques. These items cover multiple aspects, from core elements to specific teaching activities, providing a clear framework and basis for the subsequent comparative analysis.

4 Comparison of the Performed Culture Approach with Communicative Language Teaching and the Audio-Lingual Method

This section provides an in-depth comparison of the Performed Culture Approach with Communicative Language Teaching and the Audio-Lingual Method. The Performed Culture Approach aims to develop intercultural communicative competence, emphasizing the integration of language and culture through the enactment of cultural scenario segments. Communicative Language Teaching focuses on communication, prioritizing learners' interaction and communication skills with a comprehensive approach. The Audio-Lingual Method, based on structural linguistics and other theories, emphasizes the acquisition of oral skills and language structures. In terms of teaching philosophy, the Performed Culture Approach emphasizes a cultural orientation and intercultural awareness, differing from Communicative Language Teaching and the Audio-Lingual Method. In terms of teaching principles, the Performed Culture Approach combines mechanical drills with opportunities for students to improvise, while Communicative Language Teaching and the Audio-Lingual Method have different emphases. In terms of teaching planning, the Performed Culture Approach uses intercultural scenarios as the basic unit, whereas Communicative Language Teaching and the Audio-Lingual Method focus on language structures as the basic unit.

5 Conclusion

This section summarizes the comparative results between the Performed Culture Approach and other major foreign language teaching schools. It notes that while PCA shares similarities with Communicative Language Teaching and the Audio-Lingual Method in emphasizing communication and language structure acquisition, it places greater emphasis on intercultural scenarios and developing intercultural awareness. Additionally, the current state of foreign language teachers' knowledge structures is analyzed, highlighting that the Performed Culture Approach better meets the needs of foreign language teaching in the new era. The paper calls for teachers and scholars to pay attention to the application of the Performed Culture Approach in teaching.