| 摘要 | 第5-6页 |
| Abstract | 第6-7页 |
| Contents | 第8-12页 |
| List of Tables | 第12-14页 |
| List of Figures | 第14-15页 |
| Chapter 1 Introduction | 第15-23页 |
| 1.1 General background of the study | 第15-17页 |
| 1.2. Specific background of mobile technology | 第17-18页 |
| 1.2.1 Mobile technology | 第17-18页 |
| 1.2.2 Mobile learning | 第18页 |
| 1.3 Objectives and significance of the study | 第18-20页 |
| 1.3.1 Objectives of the study | 第18-19页 |
| 1.3.2 Significance of the study | 第19-20页 |
| 1.4 Layout of the thesis | 第20-23页 |
| Chapter 2 Literature Review | 第23-37页 |
| 2.1 Second language acquisition theories concerned | 第23-24页 |
| 2.2 Situated cognition and learning theory | 第24-28页 |
| 2.2.1 Background | 第24-25页 |
| 2.2.2 The connotation of situated cognition and learning theory | 第25-27页 |
| 2.2.3 Implications of situated cognition and learning theory to construct college blended audio-lingual teaching model | 第27-28页 |
| 2.3 Language sense theory | 第28-32页 |
| 2.3.1 The feedback mechanism in speech understanding and generation model | 第29-31页 |
| 2.3.2 The role of two-way interaction speech (communication) to language learning | 第31-32页 |
| 2.4 Deep integration of information technology and curriculum | 第32-33页 |
| 2.5 Blending learning | 第33-34页 |
| 2.6 Mobile learning | 第34-37页 |
| Chapter 3 Research Design | 第37-61页 |
| 3.1 Hypothesis of the research | 第37页 |
| 3.2 Participants | 第37-38页 |
| 3.3 Mobile technology environment | 第38页 |
| 3.4 Study materials and resources | 第38页 |
| 3.5 Evaluation methods | 第38-44页 |
| 3.5.1 Evaluation scales | 第38-42页 |
| 3.5.2 Final oral English test | 第42-44页 |
| 3.6 Instruments of data collection and analysis | 第44-45页 |
| 3.6.1 Questionnaires | 第44页 |
| 3.6.2 Interviews | 第44页 |
| 3.6.3 SPSS statistical software | 第44-45页 |
| 3.7 Design of the blended audio-lingual model in vocational college English teaching with the support of mobile technology | 第45-50页 |
| 3.7.1 General description | 第46-48页 |
| 3.7.2 Structure of the blended audio-lingual model | 第48页 |
| 3.7.3 Connotations of the blended audio-lingual model | 第48-50页 |
| 3.8 Construction procedures of the blended audio-lingual model | 第50-56页 |
| 3.8.1 Preview before class: teacher’s creation of contexts to stimulate students’ interest | 第50-53页 |
| 3.8.2 In-class learning: student’s acquiring language knowledge and skills through experiencing contexts | 第53-55页 |
| 3.8.3 Extensions after class: students’ performing context and improving language communicative competence | 第55-56页 |
| 3.9 Optimization principles of the blended audio-lingual vocational English teaching model supported by mobile technology | 第56-61页 |
| 3.9.1 The optimization | 第56-57页 |
| 3.9.2 The stability and compatibility of teaching structure | 第57-58页 |
| 3.9.3 Restricting teaching operation, promoting the individual development | 第58页 |
| 3.9.4 Directed autonomous learning | 第58-59页 |
| 3.9.5 Diversified and interactive teaching | 第59-61页 |
| Chapter 4 Data Analysis and Discussion | 第61-81页 |
| 4.1 Analysis of the experimental class performance | 第61-66页 |
| 4.1.1 Analysis of total scores in oral exams measured in pretest and posttest | 第61-63页 |
| 4.1.2 Oral subtests scores analysis of experimental class of the pre and post test | 第63-64页 |
| 4.1.3 Analysis of listening scores measured in pretest and posttest | 第64-65页 |
| 4.1.4 Analysis of English comprehensive knowledge scores of the experimental classes in the pretest and posttest | 第65-66页 |
| 4.2 Performance analysis of the control class | 第66-70页 |
| 4.2.1 Analysis of oral test scores of the control class in the pretest and posttest | 第66-67页 |
| 4.2.2 Analysis of listening test scores in the pretest and posttest in the control class | 第67-68页 |
| 4.2.3 Analysis of English comprehensive knowledge test scores in the pretest and posttest in the control class | 第68-70页 |
| 4.3 Analysis of posttest scores of the experimental and the control class | 第70-71页 |
| 4.3.1 Analysis of oral test scores in posttest of experimental and the control class | 第70页 |
| 4.3.2 Analysis of listening scores in posttest of experimental and the control class | 第70-71页 |
| 4.3.3 Analysis of English comprehensive knowledge scores in posttest of experimental and the control class | 第71页 |
| 4.4 Quantitative analysis of the results of questionnaires | 第71-75页 |
| 4.5 Analysis of interviews | 第75-76页 |
| 4.6 Discussion | 第76-81页 |
| Chapter 5 Conclusion | 第81-89页 |
| 5.1 Major findings | 第81-82页 |
| 5.2 Implications of the results and analysis | 第82-86页 |
| 5.2.1 Promotion of students’learning | 第82-85页 |
| 5.2.2 Promotion of teacher’s teaching | 第85-86页 |
| 5.3 Limitations of the research | 第86-87页 |
| 5.4 Suggestions for future research | 第87-89页 |
| References | 第89-93页 |
| Appendix Ⅰ | 第93-95页 |
| Appendix Ⅱ | 第95-97页 |
| Acknowledgements | 第97-99页 |
| 作者简介 | 第99页 |
