As an Exploratory Practice conducted in the micro-context of language classrooms,this study aims to establish an ex?plicit understanding of the gap between students’grammatical knowledge and competence.Through integrating the“work for understanding”into the existing pedagogical procedures,both students and the teacher contributed some insightful explanations to this puzzle.With these underling reasons brought to surface,the main players of the classrooms can make some contextually ap?propriate changes to their classroom life.
