| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 内容摘要 | 第9-11页 |
| Chapter One-Introduction | 第11-14页 |
| 1. The Origin of the study | 第11-12页 |
| 2. Aim and Rational of the Thesis | 第12-13页 |
| 3. The Structure of the Thesis | 第13-14页 |
| Chapter Two-Theories of Learner's Motivation in Foreign Language Learning | 第14-20页 |
| 1. Definition of Motivation | 第14页 |
| 2. Instrumental Motivation and Integrative Motivation | 第14-16页 |
| 3. Self-Determination Theory | 第16页 |
| 4. A Social Constructive View on Motivation | 第16-17页 |
| 5. The Importance of Motivation in Foreign Language Learning | 第17-18页 |
| 6. Students' Perceptions of the Teacher and Foreign language Learning Motivation | 第18-19页 |
| 7. Summary | 第19-20页 |
| Chapter Three-Curriculum Development | 第20-27页 |
| 1. Definition of Curriculum | 第20页 |
| 2. Lerner-Centered Curriculum Development | 第20-26页 |
| ·Introduction | 第20-21页 |
| ·Needs Analysis | 第21-23页 |
| ·Methodology | 第23-24页 |
| ·Evaluation | 第24-26页 |
| 3. Summary | 第26-27页 |
| Chapter 4-Research Methodology | 第27-32页 |
| 1. The nature and purpose of the study | 第27页 |
| 2. The working model for the research | 第27页 |
| 3. Research questions | 第27页 |
| 4. Participants:the learners and the teachers | 第27-28页 |
| 5. Research Design | 第28-31页 |
| ·Action research | 第28页 |
| ·Interpretative qualitative research | 第28-29页 |
| ·Data collection | 第29-31页 |
| ·Participant observation | 第29-30页 |
| ·Interview | 第30-31页 |
| ·End-of-course reflection | 第31页 |
| 6. Data analysis | 第31-32页 |
| Chapter Five-The Research Process:An Attempt to a New Literacy Learning-Computer-assisted Literacy Learning | 第32-57页 |
| 1. Needs analysis | 第32-34页 |
| ·Interviews with the students | 第33-34页 |
| ·The teachers'initial perception about teaching | 第34页 |
| 2. Developing the optional literacy learning program | 第34-57页 |
| ·The origin of the thought to involve computers and the Internet | 第35页 |
| ·An overview of the course | 第35-57页 |
| Chapter Six-Results and Discussions | 第57-70页 |
| 1. Findings in beliefs about learners | 第57-58页 |
| ·Learners as partners | 第57-58页 |
| ·Learners as explorers | 第58页 |
| 2. Findings in beliefs about teachers | 第58-61页 |
| ·Teachers as needs analysts | 第59页 |
| ·Teachers as course developers | 第59-60页 |
| ·Teachers as facilitators | 第60-61页 |
| ·Teachers as individual persons | 第61页 |
| 3. Finding in beliefs about learning | 第61-63页 |
| 4. Teacher and student development in skills related to teaching and learning materials and tools | 第63-65页 |
| ·Material search and research | 第63-64页 |
| ·Email communication and forum/mailing list discussion | 第64页 |
| ·Multimedia presentation skills | 第64-65页 |
| 5. Teacher development in skills related to teaching methods | 第65-66页 |
| ·Classroom management | 第65-66页 |
| ·Face-to-face and online interaction | 第66页 |
| 6. Teacher development in skills related to teaching activities | 第66-68页 |
| ·Learning task design | 第66-67页 |
| ·Group work | 第67-68页 |
| 7. Factors inhibiting the development of the school course | 第68-70页 |
| ·limit problem | 第68-69页 |
| ·Technical difficulties | 第69-70页 |
| Chapter 7-Conclusion | 第70-71页 |
| Bibliography | 第71-74页 |
| Appendix 1:Transcriptions of interviews with students in Senior One | 第74-76页 |
| Appendix 2:List of Quotations from the Interview | 第76-79页 |
| Appendix 3:Scenes outside and inside the computer room on a Saturday afternoon #79■ | 第79-80页 |
