孙强, 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 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

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。