| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-12页 |
| Chapter Ⅰ Introduction | 第12-16页 |
| 1.1 Significance of the research | 第12-13页 |
| 1.2 Thesis structure | 第13-16页 |
| Chapter Ⅱ Literature review | 第16-24页 |
| 2.1 Terms peripheral to CALL | 第16-18页 |
| 2.1.1 Definition of CALL | 第16-17页 |
| 2.1.2 A brief history of CALL | 第17-18页 |
| 2.2 Development of CALL | 第18-21页 |
| 2.2.1 Behaviorist CALL | 第18-19页 |
| 2.2.2 Communicative CALL | 第19-20页 |
| 2.2.3 Integrative CALL | 第20-21页 |
| 2.3 The theoretical basis of CALL | 第21-24页 |
| 2.3.1 Behaviorism | 第21-22页 |
| 2.3.2 Cognitive learning theory | 第22页 |
| 2.3.3 Constructivism | 第22-24页 |
| Chapter Ⅲ Foreign language teaching in CALL in China | 第24-28页 |
| 3.1 The development of CALL in China | 第24-25页 |
| 3.1.1 Initial development phase in 1980s | 第24页 |
| 3.1.2 The development phase in 1990s | 第24-25页 |
| 3.1.3 Prosperous phase at the early 21st century | 第25页 |
| 3.2 Integration and use of resources in CALL | 第25-28页 |
| 3.2.1 Multimedia CD-ROM | 第25-26页 |
| 3.2.2 E-lesson plans | 第26页 |
| 3.2.3 Learning system based on campus network | 第26页 |
| 3.2.4 Internet-based learning system | 第26页 |
| 3.2.5 Other types of teaching resources | 第26-28页 |
| Chapter Ⅳ Computer's role,learner autonomy and teacher's role | 第28-44页 |
| 4.1 Computer's role | 第28-30页 |
| 4.1.1 Computer as tutor | 第28-29页 |
| 4.1.2 Computer as tool | 第29-30页 |
| 4.1.3 Computer as tutee | 第30页 |
| 4.2 Learner autonomy | 第30-36页 |
| 4.2.1 Learner autonomy and CALL | 第32-33页 |
| 4.2.2 Fostering students' autonomous learning | 第33-36页 |
| 4.3 The transformation of teacher's role | 第36-44页 |
| 4.3.1 Definition of teacher's role | 第36-37页 |
| 4.3.2 Teachers'role in traditional class | 第37-41页 |
| 4.3.3 Teacher's role in CALL | 第41-44页 |
| Chapter V Foreign language teaching modes based on CALL | 第44-56页 |
| 5.1 Problem-based learning mode | 第44-46页 |
| 5.2 Web quest mode | 第46-50页 |
| 5.2.1 Find great sites | 第47页 |
| 5.2.2 Orchestrate your learners and resources | 第47-48页 |
| 5.2.3 Challenge your learners to think | 第48-49页 |
| 5.2.4 Use the media | 第49页 |
| 5.2.5 Scaffold high expectations | 第49-50页 |
| 5.3 Group collaborative learning | 第50-56页 |
| 5.3.1 The basic elements of cooperative learning groups | 第50-53页 |
| 5.3.2 Forms of group collaborative learning | 第53-56页 |
| Chapter Ⅵ Conclusion | 第56-60页 |
| 6.1 Major findings | 第56-58页 |
| 6.1.1 Improve students' autonomous learning ability | 第56页 |
| 6.1.2 Improve collaborative learning ability | 第56-57页 |
| 6.1.3 Intercultural communication Training | 第57页 |
| 6.1.4 Promote the comprehensive development of language skills | 第57-58页 |
| 6.1.5 Establish an open foreign language assessment system | 第58页 |
| 6.1.6 Develop lifelong learning awareness | 第58页 |
| 6.2 Suggestions | 第58-60页 |
| Reference | 第60-61页 |
