本文采用英语通用语视角，重新阐述语言与文化关系。笔者将文化分为两大类：语言文化（以语言为载体）和非语言文化（不以语言为载体）(Wen，2016)，并从产出“过程”出发，提出语言文化可分为四个维度：主题、语篇、情境和语言本体（Levelt，1989）；同时，依据母语者对四个维度语言文化知识意识程度的高低这一操作标准，将语言文化的可分性置于从强到弱的连续统上。据此，笔者反对语言文化绝对“可分”与“不可分”的对立观点。本文最后对英语通用语教学中有关文化教学存在的困惑提出了三点建议。

The paper reports the writer’s new understanding of the relationship between language and culture in the context of teaching English as a lingua franca as a result of rethinking of this issue. The writer classifies cultures into two types: (1) languature which is mediated by language and (2) non-languature which does not necessarily involve the use of language (Wen, 2016). From the “process” perspective, language production needs four dimensions of languature: topical, discoursal. situational and linguistic (Levelt, 1989), which can be placed on the continuum of separability. The operational criterion for deciding the degree of separability is the degree of explicitness, i.e. to what extent native speakers are consciously aware of such languature. This new understanding of the relationship between language and culture is directly against the dichotomous view of either being separable or inseparable. Finally，the paper puts forward three suggestions for resolving dilemmas in teaching cultures in English as a lingua franca.