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f more contents related to the comparative studies of the western and Chinese cultures so that the students can be encouraged into widening their horizon in their language acquisition. On the other hand, teachers should not weaken the language teaching while attaching importance to the cultural instruction within the scheduled teaching time. For this very reason, it is the teachers’ responsibility to highlight the discrepancy, the importance, the practicality and the comprehensiveness of the culture and accordingly select to offer what the students are in desperate need of to strengthen the contrastive lingua-cultural teaching. In addition, it is only through practice that the learners can further consolidate and improve the lingua-cultural knowledge that they have acquired. Therefore, schools and teachers should do their utmost to create an inviting language environment in which the students will have more actual communication opportunities. For example, quite apart from various English activities organized for the students with presence of foreigners, while giving lectures or playing audio videotapes, the author often designs and fulfills the teaching in a way that the students take the learning process including reading comprehension or watching videotapes as a kind of intercultural communication. In doing so, the author often first asks them to fish out words, expressions, paragraphs, scenes with special features of their own or contexts belonging to “cultural individuality” so as to help them get hold of the background and general picture of the text or the film as a whole, its meaning and value of the communication in this particular situation, and then handle “cultural discrepancy” properly in different ways based on a correct understanding of the cultural elements that arise in them. Table 1 The distribution of cultural information in the teaching resources 4. Optimizing the Teaching Pattern to Achieve the Organic Combination of Language and Cultural Teaching Essentially speaking, foreign language teaching is a special process of recognition and practice. Learning a foreign language is to learn how to conduct intercultural communication accurately and efficiently, or in a more strict sense, to learn another kind of way of thinking and expression patterns based on the comprehension and recognition of culture of the target language. Due to the strong impact of anthropology and sociolinguistics, currently the theoretical research on language teaching has shifted from how to teach to how to learn with more and more emphasis placed upon “learner-oriented” teaching methodology. For example, Tomlinson (1998) holds that language learning is a “conscious process”, in which there exist two kinds of studies of totally different essence. One is direct learning with explicit characteristics in nature while the other, far bigger in substance, belongs to “subconscious and inexplicit” domain. What people have learned belongs to “procedural knowledge”, but their communication competence results from implicit and subconscious aspects. In order to develop students’ cross-cultural awareness and capabilities, we must resort to “learner-oriented” teaching methodology. When observing the growth of the human individual, we can easily find that college students are in the period of time when they have basically perfected their logical thinking and meanwhile they have started to speed up their development of dialectical thought. They could de