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，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。

这本书是关于中国高校英语教师对大学英语课堂语法教学的认知和实践研究。教师认知反映了教师在课堂教学中采用的教学原则，它包括教师的信念和知识。教师在课堂上的思维和决策受到一系列心理和社会文化因素影响，尽管很多研究对语言教师的语言教学的认知和实践进行了大量的研究，但中国大学英语教师对语法教学的认知研究并不多见，尤其当新版的《大学英语教学指南》颁布要求旨在培养大学生的英语使用能力，特别是他们的英语听说能力之后。为解决这一问题，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。本研究采用了一种连续的探索性混合方法，分两个阶段实施。第一阶段，对314名大学教师进行了大规模问卷调查，概述了中国大学英语教师对语法教学的认知和实践。第二阶段，对第一阶段参与者中选出的10名教师进行了深入研究。第二阶段的目的是对教师的认知和实践进行定性的探索，考察教师的认知和实践之间的关系以及认知和实践不一致的原因。研究结果表明，总体而言，中国大学英语教师对交际教学的重视程度较高，认为语法教学应在交际语境中完成，使学生在口语和写作活动中懂得如何使用语法。然而，在课堂实践方面，深入研究表明，10名教师在语法教学中仍以形式教学为主。随后的访谈表明，教师在使用形式教学重点方面的知识不足，以及诸如外部影响因素等问题，特别是与学生需求密切相关的考试等多种情境因素，限制了他们的课堂实践。本研究对教师认知和教师教育研究有重要的作用。首先，它增加了对不同教育背景下教师对语言教学的认知和教师专业发展的理解，如一个中国省份的英语环境。第二，对研究教师对语言教学认知的方法论进行了深入的探讨。这种混合研究方法不仅能提供对教师认知的观点，而且能揭示个别教师对语言教学，特别是与英语语法教学有关的个人理解。最后，本研究证实Borg的教师认知理论为这类研究提供了一个合适的框架。建议类似的研究可以采用这一理论来解释研究结果。

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。

Contents
Chapter 1. Introduction. ..............................................................................................1
1.1 Chapter Overview ...................................................................................1
1.2 Background of the Study .........................................................................1
1.3 Purpose of the Study and Research Questions .........................................5
1.4 The Context of the Study ........................................................................6
1.5 Overview of the book .............................................................................19
Chapter 2 Literature Review and The Theoretical Framework. ..........................22
2.1 Chapter Overview ..................................................................................22
2.2 Teacher Cognition ..................................................................................22
2.3 Grammar Instruction .............................................................................40
2.4 Chapter Summary ..................................................................................58
Chapter 3 Research Design and Methodology. ......................................................60
3.1 Chapter Overview .................................................................................60
3.2 Research Paradigms ...............................................................................61
3.3 Research Design .....................................................................................66
3.4 Methodology ..........................................................................................69
3.5 Ethical consideration ..............................................................................98
3.6 Chapter Summary ................................................................................100
Chapter 4 Research Findings from the Questionnaire. .......................................101
4.1 Chapter Overview ................................................................................101
4.2 Teacher Cognitions about Grammar Teaching .....................................102
4.3 Sources of Teachers Cognitions about Grammar Teaching ................113
4.4 Teachers Practices about Grammar Teaching ....................................115
4.5 A Comparison between Teachers Cognitions and Their Practices
Reflected on the Questionnaire ............................................................117
4.6 Chapter Summary ................................................................................119
Chapter 5 Research Findings From An In-Depth Study. ....................................120
5.1 Chapter Overview ...............................................................................120
5.2 Teachers Cognitions about Grammar Teaching ..................................120
5.3 Sources of Teachers Cognitions about Grammar Teaching ................148
5.4 Teachers Practices about Grammar Teaching ....................................150
5.5 The Relationship between Teachers Cognitions and their
Practices about Grammar Teaching .....................................................173
5.6 Chapter Summary ................................................................................197
Chapter 6 Discussion of theResearch Findings. ...................................................198
6.1 Chapter Overview ................................................................................198
6.2 Chinese University English Teachers Cognitions and Practices
about Grammar Teaching .....................................................................199
6.3 Teachers Cognitions about Grammar Teaching Influenced by
Their Demographic Information .........................................................209
6.4 Sources of Teachers Cognitions about Grammar Teaching ................216
6.5 The Relationship between Teachers Cognitions and Their Practices ....217
6.6 Factors Resulting in the Discrepancies of Teachers Cognitions
and Practices ........................................................................................221
6.7 Chapter Summary ................................................................................226
Chapter 7 Conclusions, Implications, Limitations and Recommendations
for Further Research. ...........................................................................228
7.1 Chapter Overview ................................................................................228
7.2 Conclusions ..........................................................................................228
7.3 Implications .........................................................................................230
7.4 Limitations of the Research .................................................................235
7.5 Suggestions for Further Research .......................................................236
7.6 Final Remarks ......................................................................................237
Appendix A: Teachers Cognitions Questionnaire. ................................................238
Appendix B: Semi-structured interview questions to teachers. ............................246
REFERENCES. .........................................................................................................248