| 摘要 | 第4-5页 |
| Abstract | 第5-6页 |
| Chapter One Introduction | 第9-14页 |
| 1.1 Rationale of the study | 第9-11页 |
| 1.2 Purpose and significance of the study | 第11-12页 |
| 1.3 General organization of the thesis | 第12-14页 |
| Chapter Two Literature Review | 第14-33页 |
| 2.1 Defining language awareness | 第14-20页 |
| 2.1.1 Definition | 第15-17页 |
| 2.1.2 The positive role of LA in L2 learning | 第17-20页 |
| 2.2 Defining teacher language awarenss | 第20-33页 |
| 2.2.1 Features of TLA | 第21-23页 |
| 2.2.2 Constituents of TLA | 第23-27页 |
| 2.2.3 Impacts of TLA | 第27-33页 |
| Chapter Three Research Design | 第33-40页 |
| 3.1 Research questions | 第33页 |
| 3.2 Subjects | 第33-36页 |
| 3.3 Instruments | 第36-39页 |
| 3.3.1 Tests | 第37-38页 |
| 3.3.2 Interviews | 第38-39页 |
| 3.4 Data collection | 第39-40页 |
| Chapter Four Results and Discussion | 第40-78页 |
| 4.1 The level of teachers' grammatical awareness | 第40-67页 |
| 4.1.1 General description of test results | 第40-41页 |
| 4.1.2 Description of the results of each section | 第41-58页 |
| 4.1.3 A case of Alisa | 第58-67页 |
| 4.2 The application of teachers' language awareness (relating to grammar) in teaching practice | 第67-73页 |
| 4.2.1 Some subjects' interviews | 第67-70页 |
| 4.2.2 Alisa's personal view about TLA | 第70-73页 |
| 4.3 Main reasons accounting for the whole picture of English teachers' language awareness | 第73-78页 |
| 4.3.1 The factor of respondents | 第73-74页 |
| 4.3.2 The expert's concerns | 第74-78页 |
| Chapter Five Conclusion | 第78-85页 |
| 5.1 Findings | 第78-80页 |
| 5.2 Implications | 第80-81页 |
| 5.3 Limitations and suggestions for further study | 第81-85页 |
| Acknowledgements | 第85-86页 |
| References | 第86-91页 |
| Appendix A Language Awareness Test | 第91-95页 |
| Appendix B Outline of Questions | 第95页 |
