《中国大学英语教师语法教学认知研究》由高强所著，语法教学是外语教学研究的一个重点，但目前的研究多以学习者为调查对象，忽略了教师个人对教学的认知。其实，从本质上讲，外语教学是一种高度复杂的认知行为，教师对教学有自己的知识、观念、看法。

本研究样本大、数据形式多样，其发现对外语语法教学理论与实践、外语教师教育、外语教师自身专业发展、我国大学英语教学的环境改善等多个方面具有较大启示。

Chapter 1 Introduction

 1.1 Preliminary Remarks

  1.2 A Working Definition of Grammar

  1.3 Rationales for the Present Research

  1.4 Objectives of the Present Research

  1.5 Significance of the Present Research

  1.6 Organization of the Book

Chapter 2 A Review of L2 Grammar Teaching

 2. 1 Introduction

 2.2 A Historical Glimpse of Ups and Downs of L2 Grammar

  Teaching

2.2. I Grammar Teaching in the Methods-Oriented Era

2. 2.2 Grammar Teaching in the SLA-Oriented Era

2. 2. 3 Summary

  2.3 Teacher Language Awareness (TLA) in L2 Grammar

  Teaching

2.3.1 An Interpretation of TLA

2. 3.2 Impacts and Roles of TLA in L2 Grammar Teaching

2.3.3 Empirical Studies of TLA in L2 Grammar Teaching

 2.3.4 Summary

  2.4 Empirical Studies of L2 Grammar Teaching from the Perspective of

  Teacher Cognition

2.4. 1 Surveys of 12 Teachers' Beliefs about Grammar

     Teaching

2. d. 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' Grammatical 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

 6.1 Introduction

 6.2 Implications for L2 Grammar Teaching and its Research

 6.3 Implications for L2 Teacher Educational Programs

 6.4 Implications for L2 Teachers' Self-Development

 6.5 Implications for Contextual Improvem.ent of College English

  Teaching

 6.6 Summary

Chapter 7 Conclusion

 7. 1 A Summary of Major Findings

 7.2 Limitations and Suggestions for Further Research

 7.3 Concluding Remarks

Bibliography