Abstract: Intercultural foreign language teaching methodology emphasizes a process which involves developing a third place between the learner's native linguaculture and target linguaculture, between self and other. The ideal learning outcome is to be able to communicate in the third place with people from different linguacultures freely and successfully. Based on current situation of English teaching and learning in China, this paper discusses some prerequisites for realizing the third place exploration from three fundamental aspects: the teaching of a linguaculture, the comparison between Chinese linguaculture and English linguaculture, and intercultural exploration, with a view to informing the development of Chinese students' intercultural competence.