| Acknowledgements | 第4-9页 |
| List of Abbreviations | 第9-10页 |
| List of Appendices | 第10-11页 |
| Abstract | 第11-12页 |
| 内容摘要 | 第13-15页 |
| Chapter One Introduction | 第15-20页 |
| 1.1 Research Background | 第15-16页 |
| 1.2 Research Objectives | 第16-17页 |
| 1.3 Research Significance | 第17-18页 |
| 1.3.1 Theoretical significance | 第17-18页 |
| 1.3.2 Practical significance | 第18页 |
| 1.4 Layout of the Study | 第18-20页 |
| Chapter Two Literature Review | 第20-29页 |
| 2.1 Core Concepts in this Study | 第20-22页 |
| 2.1.1 Teacher knowledge | 第20-21页 |
| 2.1.2 Teachers’ PCK and EFL teachers’ PCK | 第21-22页 |
| 2.1.3 EFL teachers’ PCK for grammar instruction | 第22页 |
| 2.2 Studies on EFL\ ESL Teachers’ PCK in Grammar Instruction at Abroad | 第22-25页 |
| 2.3 Studies on EFL Teachers’ PCK in Grammar Instruction at Home | 第25-27页 |
| 2.4 Critiques on Previous Studies on EFL\ESL Teachers’ PCK in GrammarInstruction | 第27-29页 |
| Chapter Three Theoretical Framework | 第29-35页 |
| 3.1 Grossman’ s Categorization of PCK: An Inherit from Shulman | 第29-30页 |
| 3.2 Andrews’s Categorization of PCK: A Modified Model of PCK for L2 Teaching | 第30-32页 |
| 3.3 Categorization of PCK in the Present Study: An Integration of Grossman’s andAndrews’ s Models | 第32-35页 |
| Chapter Four Research Design | 第35-45页 |
| 4.1 Research Questions | 第35-36页 |
| 4.2 Context and Participants | 第36页 |
| 4.3 Research Methods | 第36-40页 |
| 4.3.1 Non-participant classroom observations | 第37页 |
| 4.3.2 Pre- and post-observation interviews | 第37-38页 |
| 4.3.3 Stimulated recall | 第38-39页 |
| 4.3.4 Documentation | 第39页 |
| 4.3.5 Summary of research methods | 第39-40页 |
| 4.4 Data Collection | 第40-41页 |
| 4.5 Data Analysis | 第41-42页 |
| 4.6 Research Reliability and Validity | 第42-44页 |
| 4.7 Ethical Issues | 第44-45页 |
| Chapter Five Results and Discussion | 第45-92页 |
| 5.1 Embodiment of Pre-service EFL Teachers’ PCK in Junior Middle SchoolGrammar Instruction | 第45-87页 |
| 5.1.1 Case study of Miss A | 第45-63页 |
| 5.1.1.1 Knowledge about purpose of grammar instruction | 第45-49页 |
| 5.1.1.2 Knowledge about organization of grammar instruction | 第49-53页 |
| 5.1.1.3 Knowledge about curriculum of grammar instruction | 第53-55页 |
| 5.1.1.4 Knowledge about strategies of grammar instruction | 第55-58页 |
| 5.1.1.5 Knowledge about students’ understanding of grammar | 第58-60页 |
| 5.1.1.6 Knowledge about grammar | 第60-63页 |
| 5.1.1.7 Summary | 第63页 |
| 5.1.2 Case study of Miss B | 第63-83页 |
| 5.1.2.1 Knowledge about purpose of grammar instruction | 第63-67页 |
| 5.1.2.2 Knowledge about organization of grammar instruction | 第67-70页 |
| 5.1.2.3 Knowledge about curriculum of grammar instruction | 第70-71页 |
| 5.1.2.4 Knowledge about strategies of grammar instruction | 第71-74页 |
| 5.1.2.5 Knowledge about students’ understanding of grammar | 第74-79页 |
| 5.1.2.6 Knowledge about grammar | 第79-82页 |
| 5.1.2.7 Summary | 第82-83页 |
| 5.1.3 Comparison between Miss A and Miss B | 第83-87页 |
| 5.2 Factors that Impact on Pre-service EFL Teachers’ PCK | 第87-92页 |
| 5.2.1 Personal factors | 第87-89页 |
| 5.2.1.1 Personal English learning experiences | 第87-88页 |
| 5.2.1.2 Personal experiences in English teaching education | 第88-89页 |
| 5.2.1.3 Personal experiences in teaching practices | 第89页 |
| 5.2.2 External factors | 第89-92页 |
| 5.2.2.1 Macro educational context in China | 第89-90页 |
| 5.2.2.2 Training from the teaching and researching group they belongedto | 第90页 |
| 5.2.2.3 Learning from the community of practice made up by all thestudent teachers | 第90-92页 |
| Chapter Six Findings and Conclusion | 第92-97页 |
| 6.1 Major Findings of this Study | 第92-93页 |
| 6.2 Implications of this Study | 第93-95页 |
| 6.2.1 Reinforcement in student teachers’ learning on subject matter knowledgeand pedagogical knowledge | 第93-94页 |
| 6.2.2 Emphasis on teaching practices and teaching reflection | 第94-95页 |
| 6.2.3 Construction of community of practice | 第95页 |
| 6.3 Limitations of this Study | 第95-96页 |
| 6.4 Suggestions for Future Research | 第96-97页 |
| References | 第97-101页 |
| Appendices | 第101-134页 |
