Study of cognitions about grammar teaching held by Chinese EFL teachers to non-English major undergraduates

Chapter 1 Introduction 1
1.1 Preliminary Remarks 1
1.2 A Working Definition of Grammar 2
1.3 Rationales for the Present Research 3
1.4 Objectives of the Present Research 5
1.5 Significance of the Present Research 6
1.6 Organization of the Book 7
Chapter 2 A Review of L2 Grainmar Teaching 9
2.1 Introduction 9
2.2 A Historical Glimpse of Ups and Downs of L2 Grammar Teaching 9
2.2.1 Grammar Teaching in the Methods-Oriented Era 9
2.2.2 Grammar Teaching in the SLA-Oriented Era 12
2.2.3 Summary 17
2.3 Teacher Language Awareness (TLA) in L2 Grammar Teaching 17
2.3.1 An Interpretation of TLA 18
2.3.2 Impacts and Roles of TLA in 12 Grammar Teaching 19
2.3.3 Empirical Studies of TLA in L2 Grammar Teaching 21
2.3.4 Summary 22
2.4 Empirical Studies of L2 Grammar Teaching from the Perspective of Teacher Cognition
2.4.1 Surveys of L2 Teachers' Beliefs about Grammar Teaching
2.4.2 Surveys of L2 Teachers' Explicit Grammatical Knowledge
2.4.3 Studies of the Relationships between L2 Teachers' Cognitions and their Practices of Grammar Teaching
2.5 Summary
Chapter 3 A Research Framework of L2 Teacher Cognition
3.1 Introduction
3.2 An Exploration of the Construct of Teacher Cognition
3.2.1 Definitions of Teacher Cognition
3.2.2 Content of Teacher Cognition
3.2.3 Theoretical Underpinnings of Teacher Cognition
3.2.4 Characteristics of Teacher Cognition
3.2.5 Actualizations of Teacher Cognition
3.3 A Research Model of L2 Teacher Cognition
3.3.1 Borg's Research Model of Teacher Cognition in Mainstream Education
3.3.2 A Modified Research Model of L2 Teacher Cognition Based upon Borg's
3.3.3 Factors Interacting with L2 Teacher Cognition
3.4 A Research Model of L2 Teachers' Cognitions about Grammar Teaching
3.5 Summary
Chapter 4 Research Design
4.1 Introduction
4.2 Research Setting
4.3 Research Questions
4.4 Instruments
4.4.1 Teachers' Beliefs Questionnaire
4.4.2 Teachers' Gramrnatical Knowledge Questionnaire
4.4.3 Teachers' Common Practices Questionnaire
4.4.4 Students' Beliefs Questionnaire
4.4.5 Supplements to the Four Questionnaires
4.5 Pilot Study
4.6 Participants
4.6.1 Participant Teachers
4.6.2 Participant Students
4.7 Data Collection
4.8 Data Analysis
4.8.1 Validating the Data
4.8.2 Analyzing Quantitative Data
4.8.3 Analyzing Qualitative Data
4.9 Summary
Chapter 5 Results and Discussion
5.1 Introduction
5.2 Teachers' Beliefs about Grammar Teaching
5.2.1 An Overview of Teachers' Beliefs about Grammar Teaching
5.2.2 Teachers' Individual Differences and their Beliefs about Grammar Teaching
5.2.3 Sources of Teachers' Beliefs about Grammar Teaching
5.3 Teachers' Knowledge of Grammar
5.3.1 An Overview of Teachers' Grammatical Knowledge
5.3.2 Teachers' Individual Differences and their Grammatical Knowledge
5.3.3 Distributional Characteristics of Teachers' Grammatical Knowledge
5.4 Relationships between Teachers' Cognitions and their Common Practices
5.4.1 Relationships between Teachers' Beliefs and their Common Practices of Grammar Teaching
5.4.2 Relationships between Teachers' Grammatical Knowledge and their Common Practices of Grammar Teaching
5.5 Relationships of Teachers' Beliefs and Common Practices with their Students' Beliefs about Grammar Learning
5.6 Summary
Chapter 6 Implications
……
Chapter 7 Conclusion
Bibliography