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in 1990, Xin Tao etc (1999)'s research from the perspective of teachers'cognitive psychology exerted a great influence on teachers' knowledge. He also stated that teaching is akind of cognitive activity, and teachers' knowledge, is the main source of teachers' cognitive activity, whichis classified into four parts: ontological knowledge; conditional knowledge; practical knowledge; andcultural knowledge. However, for the time being, researchers can not reach an consensus about teachers'knowledge composition, teaching based on student achievement-so called process-product researchparadigm (Levin, 2003). After which, more research have been studied the PCK related to different subjects.Despite it develops rapidly, research in language learning has also experienced a similar shift towards thecognitive aspect of teaching (Freeman&Johnson, 1998).
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1.2 Significance of the Study
The study has significance both in theory and actual practice. Theoretically speaking, there are fewstudies focusing upon- novice teachers. Our country has undergone the development of Master ofEducation for 18 years. Master of Education Training is intended for cultivating the country's primary andsecondary education with professional teachers. Over the past three decades of international and domesticteacher education studies, have indicated that pedagogical content knowledge of teachers is the coreelements of teacher professionalism. The objective of Master of Teaching program is to foster teachers whoare competent enough to be armed with appropriate PCK by transforming subject knowledge into theeffective teaching. Considering the fact that PCK in the field of English foreign research mainly focuses onthe experienced teachers or the comparative research between novice teachers and expert teachers, thisresearch will enrich the PCK knowledge in theory and fill the gap of exploring novice teachers’ PCK.At the same time, It is found out that the novice teachers encounter some perplexities: some Normaluniversity students who have received the professional program have equipped with sufficient contentknowledge and pedagogical knowledge concerned, yet they are not acknowledged as a qualified teacher（Qi,2008 ). The underlying reason lies in the fact that teachers pay less attention about students’knowledge and teaching context, No matter in whatever teaching situation, teachers are supposed to beaware of the specific teaching subject and teaching context or it may fail to achieve the desirable goals.Then what is professional growth after receiving Normal educational program? How do they apply whatthey have learned including theoretic and practical knowledge into teaching practice in the crucial period ofshifting to be a novice teacher? This study is intended to fill this gap about EFL teachers' PCK in thecontext of the reading part by integrating students’ knowledge and teaching knowledge from theperspective of practice.
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Chapter Two literature review

This section provides a broad review of the literature, which concerns the research questions of thepresent study. The focus of the literature review relates to the review about teachers' knowledge base,pedagogical content knowledge (PCK) as well as the empirical research in domestic and abroad. Thesection ends up with the brief summary and literature gaps.

2.1 Teacher Base
Teacher base, a hot issue in recent decades, refers to the natur