| 摘要 | 第1-6页 |
| ABSTRACT | 第6-11页 |
| Chapter One Introduction | 第11-15页 |
| ·Background of the Study | 第11-12页 |
| ·Significance of the Study | 第12-14页 |
| ·Structure of the study | 第14-15页 |
| Chapter Two Literature Review | 第15-30页 |
| ·Communicative Language Teaching Modal Assisted by Computer | 第15-20页 |
| ·Communicative Language Teaching (CLT) | 第15-16页 |
| ·Bachman's Communicative Language Ability (CLA) Model | 第16-19页 |
| ·Communicative Language Teaching Mode Assisted by Computer | 第19-20页 |
| ·Research on Logic Thinking Ability | 第20-26页 |
| ·Relationship between Language and Thinking Ability | 第20-22页 |
| ·The Role of Logic Thinking Ability in English Learning | 第22-24页 |
| ·Textual Analysis | 第24-25页 |
| ·Cohesion and Coherence | 第25页 |
| ·Related Researches Done Previously | 第25-26页 |
| ·Computer-assisted Language Learning | 第26-30页 |
| ·The Role of Computer in Language Learning | 第27-28页 |
| ·Three Phases of CALL | 第28-30页 |
| Chapter Three Research Design | 第30-36页 |
| ·Subjects | 第30-31页 |
| ·Teaching Environment | 第31-32页 |
| ·Teaching Strategies in Conducting in-class Activities | 第32-33页 |
| ·Experimental Instrument | 第33-34页 |
| ·Data Collection and Analysis | 第34-36页 |
| ·Data collection | 第34-35页 |
| ·Data Analysis | 第35-36页 |
| Chapter Four Results and Findings | 第36-50页 |
| ·Correlation Analysis between the Two Teachers' Ratings | 第36-37页 |
| ·Correlation Analysis between Subjects' Comprehensive Language Proficiency and Their Speaking Proficiency | 第37-38页 |
| ·A Comparison of the Test Scores | 第38-44页 |
| ·A Comparison of Group One's Pre and Post Test Scores | 第38-41页 |
| ·A Comparison of Two Groups' Posttest Scores | 第41-44页 |
| ·Analysis of the Questionnaire | 第44-50页 |
| Chapter Five Conclusions and Implications | 第50-54页 |
| ·Conclusions | 第50-51页 |
| ·Implications | 第51-52页 |
| ·Limitations and Suggestions for Further Studies | 第52-54页 |
| References | 第54-57页 |
| Appendices | 第57-68页 |
| Acknowledgements | 第68-69页 |
| Published papers | 第69页 |
| Academic Conefrences Attended | 第69页 |
