文摘
英文文摘
论文说明：图表目录
声明
Acknowledgements
Chapter 1 Introduction
1.1 Current status of vocational college English education
1.2 Need and purpose of the study
1.3 Research statement and questions
Chapter 2 Literature Review
2.1 Definitions of some key terms
2.1.1 Computer-Assisted Language Learning (CALL)
2.1.2 Task-Based Learning (TBL)
2.1.3 Comprehensive English abilities
2.2 SLA theories relevant to task-based learning
2.2.1 Krashen's theories
2.2.2 Task-design theories
2.3 Constructivism view of CALL
2.4 Review of related studies
2.4.1 Task-based activities in normal English classrooms
2.4.2 CALL tasks and comprehensive English abilities
2.5 Conceptual framework
Chapter 3 Methodology
3.1 Research setting
3.2 The participants
3.3 Data collection and analysis
3.3.1 Participant observation
3.3.2 Background survey
3.3.3 Post-course interview
3.3.4 Learner products
Chapter 4 Results and Discussion
4.1 Effects of CALL tasks
4.1.1 Increased vocabulary input and output
4.1.2 Enhanced practical language skills
4.1.3 Increased intercultural awareness and knowledge
4.1.4 Improved cooperative and autonomous learning strategies
4.2 Learners' perception of CALL task-based activities
4.2.1 Learning by exploring
4.2.2 Learning as a process of self-realization
4.3 Some key factors of influence
4.3.1 Human factors
4.3.2 Technology factors
4.3.3 Task-design factors
Chapter 5 Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations and room for further study
References
Appendices
