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the other hand, is also experiential. That is to say, teachers,  like doctors, lawyers and other  professionals,  should  have  a  good  command of  practical  knowledge  as  well  as knowledge  base.  PCK,  as  the  integration  of  content  knowledge  and  pedagogical knowledge, can only be transformed and constructed in real teaching practice. To some extent, PCK, which is one of the components of teacher knowledge base, can also be regarded as one kind of “specialized teachers’ personal practical knowledge”.  
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2.2  Studies  on  EFL\  ESL  Teachers’  PCK  in  Grammar  Instruction  at Abroad  
S.  Borg  (1998),  from  a  perspective  of  personal  pedagogical  systems,  that  is  a combination  of  teacher  knowledge,  beliefs  and  so  on,  explored  an  experienced  EFL teacher’s grammar teaching practice. He found that the participant’s pedagogical system exerted a great influence on his teaching decisions in class.  For example, the teacher chose  students’  grammatical  errors  or  explanation  of  grammatical  rules  according  to their understanding of the needs of the real teaching context (e.g. the students’ linguistic and  emotional  needs).  Besides,  the  researcher  also  found  some  techniques  that  the teacher  used  in  the  classroom  to  make  his  grammatical  instruction  accessible  to  his students,  such  as  suggesting  them  to  make  comparison  with  their  mother  tongue, organizing classroom discussions to help students generalize the grammatical rules by themselves,  replacing  the  complicated  grammar  rules  in  the  textbooks  with  his  own ones which were simplified and easy to understand, and so on so forth.  B.  Johnson  and  K.  Goettsch  (2000),  in  a  manner  of  qualitative  case  study, investigated  four  experienced  ESL  teachers’  knowledge  base  in  giving  grammatical illustrations.  Three  kinds  of  teacher  knowledge  were  analyzed,  namely  content knowledge,  pedagogical  content  knowledge  and  learner  knowledge.  The  research showed  that  the  3  kinds  of  teacher  knowledge  are  melded  together  in  complex  and inextricable  ways  accounts  of,  and  actions  in  language  teaching.  “This  echoes Golombeck (1998), discussed earlier, who also commended on the holistic mannaer in which language teachers draw on their knowledge” (Borg, 2003). In their terms, PCK (i.e.  knowledge  of  subject-specific  instructional  techniques)  referred  to  “the  way experienced teachers give explanations of grammar points in class”. The re本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。