This single‐case study explored the experiences of a U.S. professional working in China by focusing on his discursive performance in negotiating a third space at work with people from the target culture. The results revealed that the foreign professional demonstrated a strong desire to creatively appropriate the target language as his own use, which went hand‐in‐hand with his advanced language skills and cultural knowledge, allowing him to assume full responsibility for his own linguistic choice. In addition, the inclusion of evaluations of this U.S. professional's performances by his target‐culture domain counterparts imparted a two‐fold set of high expectations for a global professional. On the basis of these findings, this study proposed that instructors of advanced level should focus on developing learners’ multilingual capacities to operate successfully between languages and to negotiate domain expertise with members of the target community. It is important to help students recognize the boundaries of transgression and the target‐society expectations so as to co‐construct a desirable third space for both parties.

摘要 “知乎”是使用频率最高 (7.6%) 的中文社交问答网络社区 (CNNIC, 2017)。本文从中级汉语媒体课中运用“知乎”开展教学活动的案例入手，以“情境学习”理论 (Lave & Wenger, 1991) 的视角，揭示了学生在目的语社会中的网络平台上参与集体知识构建取得的收获及遇到的挑战，并以此为契机，介绍一种将社交问答网络平台运用于中高级对外汉语教学的思路。本文共有三个部分：首先，在充分参考前人研究的基础上，本文通过介绍三种围绕“知乎”展开的教学活动，提出了一个将网络社交问答社区运用于对外汉语教学的模型。其次，通过一项针对十名在中文课内、外使用“知乎”的学生的前导型调查，以及分析学生在“知乎”平台上创作的文本，本文进一步检测了该教学模型在实际应用中的收效与阻碍。最后，基于对现有案例的分析结果，本文总结了将网络社交问答社区引入对外汉语课堂的五个优势，并为未来的教学实践提出了两点建议。

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