| I Mismatch between MET as Program Resources for College English Teaching and Pragmatic Constraints in College Teaching Practice..................................... | 第10-20页 |
| 1.1 Current state of college English teaching | 第10页 |
| 1.2 The National College English Teaching Syllabus for Non-English majors........................... ........................... ........................... | 第10-12页 |
| 1.3 Existing program resources | 第12-15页 |
| 1.3.1 The teaching materials in use | 第12-13页 |
| 1.3.2 MET as a resource for college English teaching and learning.. ........................... ........................... | 第13-14页 |
| 1.3.3 Existing pedagogy | 第14-15页 |
| 1.4 Application and mismatch | 第15-20页 |
| 1.4.1 Impacts and diffusion of MET in TEFL and Integrationbetween MET and college English teaching | 第15-18页 |
| 1.4.2 Mismatch between MET as programming resources andteaching practice | 第18-20页 |
| II Language Teaching and Modern Instructional Technology | 第20-38页 |
| 2.1 Overview of MET in TEFL | 第20-25页 |
| 2.1.1 Concepts emerged from MET and its related domains | 第20-22页 |
| 2.1.2 Phases of the application of modern educational technology. ........................... ........................... | 第22-25页 |
| 2.2 Theories Underlying Applications of Modern Educational Technology.. | 第25-29页 |
| 2.2.1 Constructivist learning | 第25-27页 |
| 2.2.2 Meaningful Learning | 第27-28页 |
| 2.2.3 Intrinsic-Motivated Learning | 第28页 |
| 2.2.4 Learner-centered learning | 第28-29页 |
| 2.3 Current research findings on MET application | 第29-38页 |
| 2.3.1 Overview of MET Application Research | 第30-31页 |
| 2.3.2 The non-empirical studies on MET application | 第31-34页 |
| 2.3.3 Empirical Studies | 第34-36页 |
| 2.3.4 Conclusion of current research findings | 第36-38页 |
| III Investigation on MET application in Quartermaster University | 第38-62页 |
| 3.1 Purpose and Background of the Study | 第38-39页 |
| 3.1.1 Purpose of the Study | 第38页 |
| 3.1.2 Background of the study | 第38-39页 |
| 3.2 Method | 第39-62页 |
| 3.2.1 Participants | 第39页 |
| 3.2.2 Materials | 第39-40页 |
| 3.2.3 Procedures | 第40-41页 |
| 3.2.4 Data Collection | 第41-42页 |
| 3.2.5 Data Analysis | 第42-62页 |
| IV Pedagogical implications | 第62-69页 |
| 4.1 Optimizing other existing resources to solve the problemscaused by inequality and unavailability of MET as program resources | 第62-64页 |
| 4.2 Designing and applying course wares appropriately | 第64-65页 |
| 4.3 Teachers: Having a clear Conception of MET and pedagogy | 第65-67页 |
| 4.4 Students: having beliefs in MET as program resources | 第67-69页 |
| V Conclusion | 第69-71页 |
| AppendixI | 第71-83页 |
| References | 第83-88页 |
| Acknowledgement | 第88页 |
