高校英语教师语法认知和实践研究

本书调查了中国某省大学英语教师对语法教学的认知和实践情况。在Borg 的理论框架中，教师认知不仅受其以往的语言学习经验、教师教育课程和课堂经验的影响，而且受语境因素的影响。本书采用了一种连续的探索性混合方法，分两个阶段实施。 本书对教师认知和教师教育研究有重要的作用。它增加了不同教育背景下教师对语言教学的认知并对语言教学认知的方法论进行了深入的探讨。本书可作为高校英语教学者的参考用书。

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。

Chapter 1Introduction1
1.1 Chapter Overview1
1.2 Background of the Study1
1.3 Purpose of the Study and Research Questions5
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
2.3 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 Questionnaire101
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 Questionnaire117
4.6 Chapter Summary119
Chapter 5 Research Findings From An In-Depth 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 Implications230
7.4 Limitations of the Research235
7.5 Suggestions for Further Research236
7.6 Final Remarks237
Appendix A:Teachers' Cognitions Questionnaire238
Appendix B Semi-structured interview questions to teachers246
REFERENCES248