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crossing teaching pattern and appraisement system in harmony with the synchronized development of language knowledge, communication competence and quality as well as being compatible with the teaching conception and philosophy, the methodology, the content, the approach and the ultimate goal in this regard. That takes lingua-cultural teaching as a whole except with emphasis placed in the different phases of the whole teaching process accordingly. Here what deserves our further attention is how teachers should pilot students to find, to contrast, to sense and eventually to comprehend the different cultural phenomena and the cultural connotations of a foreign language through the learning of vocabulary, sentence pattern, grammar, contextual discourse as well as such activities as listening, speaking, reading comprehension, writing and translation so that the students could sharpen their intercultural awareness and strengthen their communication competence. The academic records and the intercultural communication competence of the author’s students have testified that emphasis on lingua-cultural training in language teaching does not weaken the language teaching at all. On the contrary, it is surprisingly effective in arousing their enthusiasm and initiative to learn. 5. Conclusion Although cultural diversity in language learning could be one of the most difficult and most time-consuming problems in intercultural communication (Larry, Richard, Lisa, 2000), undoubtedly, it is an effective approach for the Chinese students to learn English with colorful cultural background so that they could learn how to apply the language efficiently by means of discovering, contrasting and comprehending the language in its essence. But it is really demanding because this involves every facet related to foreign language teaching, which includes all of those aspects such as changing the educational conception with a clear aim, defining the teaching goal, selecting the appropriate teaching content, compiling new series of teaching material, preparing the new teaching plan, creating inviting language environment, improving the teaching method, unceasingly enhancing teachers’ academic accomplishments and literary attainments and taste through continuing education and the enhancement of teachers’ cultural understanding, harnessing corresponding scientific test methods and assessment standard, reinforcing practice teaching links and so on. Actually this is a “systematic project” which cries out for the joint efforts and participation of the school and government authorities as well in many ways. As for the teachers, they should regard lingua-cultural teaching as an organic systemic integration; always center their efforts on the main purpose of language teaching to lay particular emphasis on the cultivation of students’ cultural awareness in the whole process by a flexible teaching method. Only by doing this can they hope to achieve better teaching results. References: Goodman K, Bird L.B., Goodman Y.M.. 1991. The Whole Language Catalog[M]. Santa Rosa: American School Publisher. Kramsch, Claire. 1998. Language and Culture[M]. Oxford University Press. Larry A.S., Richard E.P.& Lisa A.S.. 2000. Communication between Cultures[M]. Beijing: Foreign Language Teaching and Research Press, The Thomson Learning Asia. Sapir, E.. 1921. Language: An Introduction to the Study of Speech[M]. New York: Harcourt Brace & Company. Tomlinson, B.. 1998. Mat