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Abstract: Lingua-cultural teaching has been discussed for more than 10 years in China’s college English teaching circle, but, so far, most of the teachers still show greater pReference to the inputting of language knowledge while overlooking the cultural training in the instruction of language. In terms of his research on language and lingua-cultural teaching experience obtained in the long years of his teaching career, the author analyses cultural information distribution in teaching resources and comes up with the principle of lingua-cultural teaching and the framework that can bring forth a close combination of language and cultural teaching. The author holds that it is only by means of establishing overall lingua-cultural teaching thought and optimizing teaching patterns that can we find the most effective way to strengthen the development of college students’ intercultural awareness and intercultural communication competence. 1. Introduction In order to understand our humanity, we must understand that it is language that makes us human. As early as 1921, Sapir pointed out that language, in its existence, can not break away from culture. Language expresses, embodies and symbolizes cultural reality (Claire Kramsch, 1998: 3) and it is by means of a certain language code together with a certain behavioral pattern that culture finds its existence, expression and function. In the past decades, with the rapid development of sociolinguistics, pragmatics and cross-culture communication studies, more and more linguists have forcefully emphasized the close correlation between culture and language, speech communities and their interactions. However, it was not until the late 1980s that Chinese teachers of foreign languages commenced to discuss the correlation between these two aspects seriously (WANG Zong-yan, 1996) and tried to bring the contrastive studies of linguistics and culture into their regular English language teaching. However, according to the information and data from relevant publications, the reform in this field does not turn out to be progressing smoothly and the cultural instruction in current China’s College English Teaching is still in a less focused, initial and trial stage. At present, as for most English teachers, inputting language knowledge still presides over their classroom instruction, while insufficient attention has been paid to cultural training in practice. All this has inevitably resulted in deficiency in language acquisition. The students’ cultural competence is found much lower compared with their language competence, leading to “cultural aphasia” in actual intercultural communication. This, in turn, has held back the further improvement of language teaching quality. Not being able to satisfy the social demands for high level bilingual professionals. Therefore, language instruction and cultural teaching must be equally emphasized in the whole process of foreign language teaching at colleges and universities. In conformity with the results of some scientific research on contemporary linguistics, foreign language teaching and the author’s own protracted teaching research and practical lingua-cultural teaching experience, this paper attempts to stress the inseparable correlation between language and culture, analyses cultural information distribution in teaching resources and comes up with a framework of lingua-cultural teaching that can produce a close integration of the two aspects. In doing so, t