This paper reports a case study investigating and comparing the cognition and classroom practice of two college English teachers with regards to oral English teaching in an agricultural university. Both consistency and inconsistency between their cognition and practice are examined and reasons especially for inconsistency are explored. Findings suggest that teachers do hold a system of cognition which shapes their classroom practice to a very large extent. However, due to the influence of many other factors, both internal and external, their practice in oral English teaching does not always reflect their cognition.
