| 摘要 | 第1-5页 |
| ABSTRACT | 第5-10页 |
| Chapter One Introduction | 第10-13页 |
| ·Research Backgound | 第10-11页 |
| ·Research Purpose and Significance | 第11-12页 |
| ·Layout of the Remaining Parts of the Thesis | 第12-13页 |
| Chapter Two Literature Review | 第13-32页 |
| ·Computer-assisted Language Learning | 第13-14页 |
| ·Some Benefits of CALL | 第13-14页 |
| ·Some Limitations of CALL | 第14页 |
| ·Information Overload | 第14-17页 |
| ·Definition of Information Overload | 第14-15页 |
| ·Characteristics of Someone Who Is Overloaded | 第15-16页 |
| ·Factors Leading to Information Overload | 第16-17页 |
| ·Learner Autonomy | 第17-21页 |
| ·Researches on the Concepts of Learner Autonomy | 第17-19页 |
| ·Learner Autonomy Supported by CALL Environment | 第19页 |
| ·Learner Autonomy, Learning Strategies and Learner Training | 第19-20页 |
| ·Fostering Learner Autonomy in Classroom Context | 第20-21页 |
| ·Krashen’s Input Hypothesis and Affective Filter Hypothesis | 第21-22页 |
| ·The Input Hypothesis | 第21页 |
| ·The Affective Filter Hypothesis | 第21-22页 |
| ·Language Learning Strategies | 第22-27页 |
| ·Basic Principles of Learning Strategies | 第22-23页 |
| ·Classifications of Learning Strategies | 第23-26页 |
| ·Learning Strategies to Deal with IO | 第26-27页 |
| ·Learning Strategy Training | 第27-31页 |
| ·Necessity of Strategy Training | 第27页 |
| ·Goals of Strategy Training | 第27-29页 |
| ·Principles of Learning Strategy Training | 第29页 |
| ·Strategy-based Instruction | 第29-31页 |
| ·Summary | 第31-32页 |
| Chapter Three Methodology | 第32-36页 |
| ·Research Questions | 第32页 |
| ·Subjects | 第32页 |
| ·Instruments | 第32-34页 |
| ·Questionnaire | 第32-33页 |
| ·Interview | 第33-34页 |
| ·Observation | 第34页 |
| ·Procedure of Data Collection and Analysis | 第34-36页 |
| Chapter Four Research Results to the First Three Questions | 第36-44页 |
| ·Results of Question One | 第36-39页 |
| ·Chinese English Learners’Perceptions to IO in CALL Environment at the Beginning of Their Study in UNNC | 第36-38页 |
| ·Chinese English Learners’Language Learning Strategy Use at the Beginning of Their Study in UNNC | 第38-39页 |
| ·Results of Question Two | 第39-42页 |
| ·Chinese English Learners’Perceptions to IO after One Year’s Study in UNNC | 第39-40页 |
| ·Chinese English Learners’Language Learning Strategy Use after One Year’s Study in UNNC | 第40-42页 |
| ·Results of Question Three | 第42-44页 |
| Chapter Five Observation of the Teaching Practice of UNNC | 第44-53页 |
| ·Strategy-inserted Language Textbooks | 第44页 |
| ·Strategy-based Classroom Teaching | 第44-50页 |
| ·Classroom Extract of Integrated Skills Project | 第45-47页 |
| ·Classroom Extract of Academic Reading Course | 第47-50页 |
| ·Workshops | 第50-51页 |
| ·Tutorial | 第51页 |
| ·Peer Tutoring | 第51页 |
| ·Self-access Center | 第51-52页 |
| ·Continuing Support Center | 第52页 |
| ·Summary | 第52-53页 |
| Chapter Six Discussions and Implications | 第53-56页 |
| ·Discussions | 第53-54页 |
| ·Discussion on Chinese English Learners’Perceptions to IO and Learning Strategy Use in CALL Environment | 第53-54页 |
| ·Discussion on the Effectiveness of UNNC’s Strategy Training Weaved into Routine Teaching in Various Ways | 第54页 |
| ·Implications | 第54-56页 |
| Chapter Seven Conclusion | 第56-60页 |
| ·Summary of the Study | 第56页 |
| ·Suggestions for English Teaching in CALL Environment | 第56-59页 |
| ·Analyzing Students’Needs | 第56-57页 |
| ·Employing Strategy-inserted Textbooks | 第57页 |
| ·Encouraging Strategy-based Instruction | 第57-58页 |
| ·Integrating the Teaching of Language with New Electronic Literacy | 第58页 |
| ·Teachers’In-service Training | 第58-59页 |
| ·Limitations of the Study and Suggestions for Further Study | 第59-60页 |
| Acknowledgements | 第60-61页 |
| References | 第61-67页 |
| Appendix | 第67-72页 |
