As highlighted in the study of Yang (2001) where it is noticed that ‘knowledge of foreign languages often has been considered an important indicator of internationalization of higher education. in modern Chinese history, foreign language learning has been one of the basic means for China’s survival’ (Yang, 2001, 341). It is not made clear however whether there are specific methodologies for the increase of the effectiveness of these programs. moreover, it is not mentioned whether FL programs in China refer to a specific language. The research published in the literature (see also relevant studies below) leads to the assumption that in China the FL programs most preferred by individuals are those referring to the English language.In any case, the development of FL learning programs across China can be used in order to identify the country’s key cultural and social characteristics as well as the trends of education as they have changed under the influence of the educational practices used in other countries worldwide – referring especially to the Western countries that have been developed to strategic commercial partners for China. Towards this direction, it is supported that ‘foreign language learning in China reflects China’s history, perceptions of international scholarly relations, and assessment of the world situation’ (Yang, 2001, 341). In fact, all FL learning programs developed across the country would be led to a failure if they were not aligned with the local ethics and culture. On the other hand, because the social and cultural characteristics of the country of origin (referring to the foreign language involving in a specific FL learning program) should be also taken into consideration in the specific project, the co-existence of Chinese and foreign ethics would be carefully examined and evaluated – as possible – before the development of such a project.