In the past few decades, our world has experienced enormous changes due to the rapid development of information communication technology, internationalization and globalization. At the same time, intercultural communication has become the central focus of foreign language education in the West. Following this trend, intercultural communication in Chinese as a Foreign Language (CFL) has gradually drawn scholars’ attention in the East and became one of the controversial issues in the teaching of Chinese. In China, “culture and communication” were placed as one of the main modules in teachers’ education in 2007. However, most of the present research in this area focuses on the theoretical level and debates concerning how intercultural communication theory should be implemented in teaching and learning CFL.