文摘
英文文摘
声明
Acknowledgements
Chapter One：Introduction
1.1 Background of the study
1.2 Significance of the study
1.3 General structure of the paper
Chapter Two：Literature Review
2.1 The definition of CALL
2.2 CALL environment
2.2.1 The roles of computers
2.2.2 Changes in learner and teacher roles in CALL environment
2.3 CALL evaluation：advantages，disadvanrages and misunderstanding
2.4 CALL software and its applications
2.4.1 CALL software
2.4.2 A typology of CALL programs and applications
2.5 Talking about grammar
2.5.1The differences between grammar knowledge and language competence
2.5.2 The need for grammar instruction
2.5.3 Four key principles for teaching grammar
2.5.4 Problems and factors in English grammar teaching
Chapter Three：Theoretical Basis of CALL
3.1 Constructivism ＆ constructivist learning
3.1.1 Cognitive constructivism ＆ social constructivism
3.1.2 Constructivist learning
3.2 Three phases of CALL
3.2.1 Behavioristic CALL period
3.2.2 Communicative CALL period
3.2.3 Integrative CALL period
Chapter Four：Research Methodology
4.1 Purpose of the research
4.2 Subjects of the research
4.3 Instruments of the research
4.4 Methodology and Process of the research
4.4.1 Methodology of the research
4.4.2 Process of the research
4.4.3 Data collection
Chapter Five：Data Analysis and Discussion
5.1 The data analysis from Questionnaire I
5.2 The data analysis from pretest,immediate posttest and delayed posttest
5.3 The data analysis from Questionnaire II and interviewing the subjects
5.4 Discussion and major findings of the study
Chapter Six：Conclusions and Implications
6.1 Conclusions
6.2 Some implications for pedagogy
6.2.1 Preparing teachers' support
6.2.2 Clearing students' inveteracy and ensuring equal access to computers
6.2.3 Reducing barriers to the use of Computer-assisted language learning
6.3 Limitations
References：
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