The idea of relating language learning to learners’ cultural quality has witnessed increasingly more supporters in recent years. The thesis is concerned with the contribution of cultural awareness to college English learning and teaching.In the College English Curriculum Requirements (2007), it writes: College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world.Teaching culture is considered important by most teachers but it has remained "insubstantial and sporadic in most language classrooms", the development of students’ cultural awareness and intercultural competence has often been ignored. Omaggio attributes it to the lack of time, uncertainty about which aspects of culture to teach, and lack of practical techniques. The integration of cultural awareness into English learning and teaching in China means a demanding and challenging task for English teachers and learners as well as a fulfilling and rewarding undertaking.The thesis presents an empirical study on culture teaching in college English classroom with an aim to testify positive effects of non-English major students’ cultural awareness on their English learning. The concrete research-based evidences lend strong support for including cultural awareness in the English classroom. Warm and non-threatening atmosphere, sense of involvement, better relationship, enhanced self-esteem and motivation can really promote students’ interest in learning English, which ultimately lead to the language proficiency. Finally, the author hopes that more and more English teachers will show adequate concern for the positive effects of cultural awareness on language study, and explore the practical techniques to increase students’ cultural awareness, where there is still much to explore and develop.