| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-12页 |
| List of Abbreviations | 第12-13页 |
| Chapter One Introduction | 第13-19页 |
| 1.1 Introduction | 第13页 |
| 1.2 Background of the research | 第13-15页 |
| 1.3 Aims of the research | 第15-16页 |
| 1.4 Significance of the research | 第16-18页 |
| 1.5 Organization of the research | 第18-19页 |
| Chapter Two Literature Review | 第19-34页 |
| 2.1 Introduction | 第19页 |
| 2.2 Pre-service English teacher’s cognition | 第19-25页 |
| 2.2.1 Definitions of pre-service English teacher’s cognition | 第19-20页 |
| 2.2.2 Factors affecting teacher cognition | 第20-23页 |
| 2.2.3 Notions in EFL/ESL teacher cognition studies | 第23-25页 |
| 2.2.4 English education major | 第25页 |
| 2.3 English teaching methods | 第25-29页 |
| 2.3.1 Definitions of English teaching method | 第25-26页 |
| 2.3.2 Classifications of English teaching method | 第26-27页 |
| 2.3.3 Sources of English teaching methods | 第27-28页 |
| 2.3.4 Characteristics of TBLT | 第28-29页 |
| 2.4 Empirical studies on pre-service teachers’ cognition of the English teaching method | 第29-33页 |
| 2.4.1 The empirical research abroad | 第30-31页 |
| 2.4.2 The empirical research at home | 第31-33页 |
| 2.5 Limitations of the previous studies | 第33页 |
| 2.6 Summary | 第33-34页 |
| Chapter Three Methodology | 第34-40页 |
| 3.1 Introduction | 第34页 |
| 3.2 Subjects of the study | 第34-35页 |
| 3.3 Instruments of the research | 第35-36页 |
| 3.4 Reliability of the questionnaire | 第36-37页 |
| 3.5 Data collection | 第37-38页 |
| 3.6 Data analysis | 第38页 |
| 3.7 Summary | 第38-40页 |
| Chapter Four Results and Discussion | 第40-55页 |
| 4.1 Introduction | 第40页 |
| 4.2 Answers to the research question one | 第40-43页 |
| 4.3 Answers to the research question two | 第43-45页 |
| 4.4 Answers to the research question three | 第45-49页 |
| 4.5 Analysis of semi-structured interviews | 第49-53页 |
| 4.5.1 Responses to the questions about the degree of the pre-service teachers’understanding | 第49-51页 |
| 4.5.2 Responses to the questions about the sources of the English teaching methods | 第51-52页 |
| 4.5.3 Views on the relationship between teachers’ cognition and relevant pedagogicalclass | 第52-53页 |
| 4.6 General discussion | 第53-54页 |
| 4.7 Summary | 第54-55页 |
| Chapter Five Conclusion | 第55-59页 |
| 5.1 Introduction | 第55页 |
| 5.2 Main findings of the present study | 第55-56页 |
| 5.3 Implications for teacher education programs of normal universities | 第56-57页 |
| 5.4 Limitations of the present research | 第57-58页 |
| 5.5 Suggestions for future research | 第58-59页 |
| References | 第59-64页 |
| Appendix A | 第64-67页 |
| Appendix B | 第67-68页 |
| Appendix C | 第68-69页 |
| Appendix D | 第69-71页 |
| Publications | 第71页 |
