Chapter 1Introduction1
1.1 Chapter Overview1
1.2 Background of the Study1
1.3 Purpose of the Study and Research estions5
1.4 The Context of the Study6
1.5 Overview of the book19
Chapter 2 Literature Review and The Theoretical Framework22
2.1 Chapter Overview22
2.2 Teacher Cognition22
. Grammar Instruction40
2.4 Chapter Summary58
Chapter 3 Research Design and Methodology60
3.1 Chapter Overview60
3.2 Research Paradigms61
3.3 Research Design66
3.4 Methodology69
3.5 Ethical consideration98
3.6 Chapter Summary100
Chapter 4 Research Findings from the estionnaire101
4.1 Chapter Overview101
4.2 Teacher Cognitions about Grammar Teaching102
4.3 Sources of Teachers Cognitions about Grammar Teaching113
4.4 Teachers Practices about Grammar Teaching115
4.5 A Comparison between Teachers Cognitions and Their Practices Reflected on the estionnaire117
4.6 Chapter Summary119
Chapter 5 Research Findings From An n-epth Study120
5.1 Chapter Overview120
5.2 Teachers Cognitions about Grammar Teaching120
5.3 Sources of Teachers Cognitions about Grammar Teaching148
5.4 Teachers Practices about Grammar Teaching150
5.5 The Relationship between Teachers Cognitions and their Practices about Grammar Teaching173
5.6 Chapter Summary197
Chapter 6 Discussion of theResearch Findings198
6.1 Chapter Overview198
6.2 Chinese University English Teachers Cognitions and Practices about Grammar Teaching199
6.3 Teachers Cognitions about Grammar Teaching Influenced by Their Demographic Information209
6.4 Sources of Teachers Cognitions about Grammar Teaching216
6.5 The Relationship between Teachers Cognitions and Their Practices217
6.6 Factors Resulting in the Discrepancies of Teachers Cognitions and Practices221
6.7 Chapter Summary226
Chapter 7 Conclusions,Implications,Limitations and Recommendations for Further Research228
7.1 Chapter Overview228
7.2 Conclusions228
7.3 Implications0
7.4 Limitations of the Research5
7.5 Suggestions for Further Research
7.6 Final Remarks
Appendix A:Teachers Cognitions estionnaire
Appendix B Semi-structured interview questions to teachers246
REFERENCES248
孙强(1981-),山东荣成.人,河南理工大学讲师,新西兰奥克兰大学(University of Auckland)哲学博士。主要研究领域:教师教育和语言教学。