| CHINESE ABSTRACT | 第1-8页 |
| ENGLISH ABSTRACT | 第8-10页 |
| ACKNOWLEDGEMENTS | 第10-11页 |
| Chapter One Introduction | 第11-16页 |
| ·Background of the study | 第11-14页 |
| ·Significance of the study | 第14-15页 |
| ·General structure of the paper | 第15-16页 |
| Chapter Two Literature Review | 第16-38页 |
| ·The definition of CALL | 第16页 |
| ·CALL environment | 第16-20页 |
| ·The roles of computers | 第17-18页 |
| ·Changes in learner and teacher roles in CALL environment | 第18-20页 |
| ·CALL evaluation: advantages, disadvantages and misunderstanding | 第20-23页 |
| ·CALL software and its classification | 第23-30页 |
| ·CALL software | 第23-24页 |
| ·A typology of CALL programs and applications | 第24-30页 |
| ·Talking about grammar | 第30-38页 |
| ·The differences between grammar knowledge and language competence | 第30页 |
| ·The need for grammar instruction | 第30-33页 |
| ·Four key principles for teaching grammar | 第33-36页 |
| ·Problems and factors in English grammar teaching | 第36-38页 |
| Chapter Three Theoretical Basis of CALL | 第38-43页 |
| ·Constructivism & constructivist learning | 第38-39页 |
| ·Cognitive constructivism & social constructivism | 第38-39页 |
| ·Constructivist learning | 第39页 |
| ·Three phases of CALL | 第39-43页 |
| ·Behavioristic CALL period | 第40页 |
| ·Communicative CALL period | 第40-42页 |
| ·Integrative CALL period | 第42-43页 |
| Chapter Four Research Methodology | 第43-46页 |
| ·Purpose of the research | 第43-44页 |
| ·Subjects of the research | 第44页 |
| ·Instruments of the research | 第44-45页 |
| ·Methodology and Process of the research | 第45-46页 |
| ·Methodology of the research | 第45页 |
| ·Process of the research | 第45-46页 |
| ·Data collection | 第46页 |
| Chapter Five Data Analysis and Discussion | 第46-52页 |
| ·The data analysis from Questionnaire I | 第46-47页 |
| ·The data analysis from pretest, immediate posttest and delayed posttest | 第47-49页 |
| ·The data analysis from Questionnaire II and interviewing the subjects | 第49-51页 |
| ·Discussion and major findings of the study | 第51-52页 |
| Chapter Six Conclusions and Implications | 第52-56页 |
| ·Conclusions | 第52-53页 |
| ·Some implications for pedagogy | 第53-55页 |
| ·Preparing teachers’support | 第53-54页 |
| ·Clearing students’inveteracy and ensuring equal access to computers | 第54页 |
| ·Reducing barriers to the use of CALL | 第54-55页 |
| ·Limitations | 第55-56页 |
| References | 第56-62页 |
| Appendix A | 第62-64页 |
| Appendix B | 第64-66页 |
| Appendix C | 第66页 |
