ABSTRACT: In foreign language education, research into grammar teaching has focused more on ‘how to teach’ than ‘what to teach’. However, given the fact that teachers are the major mediators of what and how students learn and that, in contrast to an ESL context, explicit grammar teaching becomes inevitable in an EFL context, teacher cognition in grammar knowledge base assumes greater importance. This study examined the knowledge base component of bilingual EFL teachers’ cognition in grammar, that is, teacher knowledge of grammatical concepts which are compatible with modern linguistics and considered essential for explicit grammar teaching. A grammar awareness test was administered…………….
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