| Abstract | 第1-10页 |
| 摘要 | 第10-11页 |
| List of tables Table | 第11-12页 |
| List of abbreviations | 第12-13页 |
| Chapter One Introduction | 第13-16页 |
| ·Background | 第13-14页 |
| ·Purpose of the paper | 第14页 |
| ·Organization of the paper | 第14-16页 |
| Chapter Two Literature Review | 第16-39页 |
| ·An overview of Computer-assisted Language Learning(CALL) | 第16-21页 |
| ·The definition of CALL | 第16-17页 |
| ·Historical development of CALL | 第17-19页 |
| ·Advantages of CALL environment | 第19-20页 |
| ·Limitations of CALL environment | 第20-21页 |
| ·Learner Autonomy | 第21-30页 |
| ·The definition of learner autonomy | 第21-23页 |
| ·Autonomy and learning belief/attitude | 第23-24页 |
| ·Autonomy and learning strategy | 第24-26页 |
| ·Learner autonomy and teacher's roles | 第26-29页 |
| ·Teachers' traditional roles | 第27页 |
| ·Change of teachers' roles | 第27-29页 |
| ·Learner autonomy and CALL | 第29-30页 |
| ·Researches on the effects of CALL on learner autonomy | 第30-33页 |
| ·Theoretical background of autonomy in CALL environment | 第33-39页 |
| ·Constructivism | 第33-36页 |
| ·The definition of constructivism | 第33-34页 |
| ·Relationship between constructivism and learner autonomy | 第34-35页 |
| ·Relationship between constructivism and CALL | 第35-36页 |
| ·Humanism | 第36-37页 |
| ·Cognitive psychology | 第37-39页 |
| Chapter Three Methodology | 第39-44页 |
| ·Research questions | 第39页 |
| ·Subjects | 第39-40页 |
| ·Instrument | 第40-41页 |
| ·Data collection and analysis | 第41-42页 |
| ·Pilot study | 第42-44页 |
| Chapter Four Major Findings and Discussions | 第44-62页 |
| ·The situation of computer use | 第44-46页 |
| ·Attitudes towards computer-assisted language learning | 第46-49页 |
| ·General attitudes toward CALL | 第46-47页 |
| ·Attitudes toward specific aspects of English learning assisted by computer | 第47-49页 |
| ·Language strategies used by students | 第49-54页 |
| ·Metacognitive strateges and autonomous learning | 第50-51页 |
| ·Cognitive strategies and autonomous learning | 第51-53页 |
| ·Social strategy and autonomous learning | 第53页 |
| ·Affective strategies and autonomous learning | 第53-54页 |
| ·Expectations for teachers under CALL environment | 第54-55页 |
| ·Differences in attitudes,learning strategies and expectations for teachers underCALL | 第55-58页 |
| ·A comparison of attitudes toward CALL | 第55-56页 |
| ·A comparison of learning strategies | 第56-58页 |
| ·Correlations between students' attitudes and strategy use | 第58-61页 |
| ·The preferred learning mode among students | 第61-62页 |
| Chapter Five Conclusion | 第62-67页 |
| ·A summary of major findings | 第62-63页 |
| ·Pedagogical implications | 第63-65页 |
| ·Implications for learners | 第63-64页 |
| ·Implications for teachers | 第64-65页 |
| ·Limitations and suggestions for further research | 第65-67页 |
| Bibliography | 第67-72页 |
| Appendix | 第72-76页 |
| Acknowledgements | 第76-77页 |
| 学位论文评阅及答辩情况表 | 第77页 |
