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 This  could  be  a  reflection  and  realization  of  the instrumental  nature of  language.  Thus,  Miss  A  held the opinion that, teachers should take  into  consideration  language  knowledge,  skills,  students’  emotions  and  attitude when setting teaching objectives, and she also emphasized the importance to create an authentic language environment for the use of a certain grammatical item. 

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Conclusion

The results in Chapter 5 revealed that both of the two middle school pre-service teachers had stored some knowledge of the six kinds of PCK for grammar instruction to some extent. The present research revealed, by a range of data collection methods, the realization of these two teachers’ PCK for grammar instruction in teaching practice and the personal and external factors that influenced their PCK. Considering the six types of PCK for grammar  instruction, these two teachers under research had both similarities and diversities. The similar characteristic was first shown in their correct understanding of  the  purpose  of  grammar  instruction  in  middle  school,  that  is,  going  beyond  the delivery of grammatical rules, and reaching the level of improving students’ ability to use the grammar in real life. However, there was something different in the explicitness in  the  presentation  of  the  grammatical  rules.  Miss  A  presented  one  by  one  the  rules explicitly  and  directly  to  the  students  by  herself,  with  the  learners  being  “silent note-takers”,  while  Miss  B  preferred  to  encourage  students  to  find  the  rules  by themselves owing to her objective in developing students’ ability in exploring learning. What need special mention was that, although these two student teachers claim to help develop students’ communicative skills, some of their activities were still examination oriented, due to the pressure from high-stake examinations and limited time in the class. And  they  also  failed  to  encourage  students  to  talk  in  English,  since  many  students would like to discuss with their group members in Chinese. Thus, the tension between their  teaching  beliefs  and  their  teaching  performance  in  real  classroom  was  obvious. The  second  similarity  lied  in  their  organization  of  these  two  periods  of  grammar teaching:  presentation,  practice  (including  both  mechanical  and  meaningful  practice) and production. But the types of activities and the time allotted to each stage were quite different. For example, Miss A spent about ten minutes in the presentation part, while Miss  B  spent  almost  half  an  hour.  Moreover,  both  of  the  two  teachers  had  some understanding about the curriculum of grammar instruction, being able to reorganize the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。