Chapter 1 Introduction
1.1 Chapter Overview
1.2 Background of the Study
1.3 Purpose of the Study and Research Questions
1.4 The Context of the Study
1.5 Overview of the book
Chapter 2 Literature Review and The Theoretical Framework
2.1 Chapter Overview
2.2 Teacher Cognition
2.3 Grammar Instruction
2.4 Chapter Summary
Chapter 3 Research Design and Methodology
3.1 Chapter Overview
3.2 Research Paradigms
3.3 Research Design
3.4 Methodology
3.5 Ethical consideration
3.6 Chapter Summary
Chapter 4 Research Findings from the Questionnaire
4.1 Chapter Overview
4.2 Teacher Cognitions about Grammar Teaching
4.3 Sources of Teachers’ Cognitions about Grammar Teaching
4.4 Teachers’ Practices about Grammar Teaching
4.5 A Comparison between Teachers’ Cognitions and Their Practices Reflected on the Questionnaire
4.6 Chapter Summary
Chapter 5 Research Findings From An In-Depth Study
5.1 Chapter Overview
5.2 Teachers’ Cognitions about Grammar Teaching
5.3 Sources of Teachers’ Cognitions about Grammar Teaching
5.4 Teachers’ Practices about Grammar Teaching
5.5 The Relationship between Teachers’ Cognitions and their Practices about Grammar Teaching
5.6 Chapter Summary
Chapter 6 Discussion of theResearch Findings
6.1 Chapter Overview
6.2 Chinese University English Teachers’ Cognitions and Practices about Grammar Teaching
6.3 Teachers’ Cognitions about Grammar Teaching Influenced by Their Demographic Information
6.4 Sources of Teachers’ Cognitions about Grammar Teaching
6.5 The Relationship between Teachers’ Cognitions and Their Practices
6.6 Factors Resulting in the Discrepancies of Teachers’ Cognitions and Practices
6.7 Chapter Summary
Chapter 7 Conclusions, Implications, Limitations and Recommendations for Further Research
7.1 Chapter Overview
7.2 Conclusions
7.3 Implications
7.4 Limitations of the Research
7.5 Suggestions for Further Research
7.6 Final Remarks
Appendix
Appendix A: Teachers’ Cognitions Questionnaire
Appendix B: Semi-structured interview questions to teachers
References
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