| Table of Contents | 第6-8页 |
| Chapter One: Introduction | 第8-10页 |
| 1．1 CONTEXT OF RESEARCH | 第8页 |
| 1．2 THESIS OBJECTIVE | 第8-9页 |
| 1．3 OUTLINE | 第9-10页 |
| Chapter Two: Computer and Language Teaching | 第10-14页 |
| 2．1 CLARIFICATION OF SOME TERMINOLOGIES | 第10页 |
| 2．2 HISTORY AND DEVELOPMENT OF CALL | 第10-12页 |
| 2．3 COMPUTER'S ROLE IN LANGUAGE TEACHING | 第12-13页 |
| 2．3．1 Computer as tutor | 第12页 |
| 2．3．2 Computer as tool | 第12-13页 |
| 2．4 AN OVERVIEW OF CURRENT RESEARCH AND PRACTICE | 第13-14页 |
| Chapter Three: CALL and Language Teacher | 第14-26页 |
| 3．1 INTER-RELATIONSHIP BETWEEN COMPUTER AND TEACHERS | 第14-23页 |
| 3．1．1 Introduction | 第14页 |
| 3．1．2 Possible technological methods used by language teachers | 第14-21页 |
| 3．1．3 Positive and negative aspects of using computer | 第21-23页 |
| 3．2 OTHER PEDAGOGICAL CONSIDERATIONS | 第23-26页 |
| 3．2．1 Student-centred classroom | 第23-24页 |
| 3．2．2 Changing role of teacher | 第24-26页 |
| Chapter Four: Roles Teachers Play in Traditional Method | 第26-33页 |
| 4．1 THE ROLES OF TEACHER BY H． G． WIDDOWSON | 第26-28页 |
| 4．1．1 Types of role | 第26页 |
| 4．1．2 Two kinds of classroom engagement | 第26-27页 |
| 4．1．3 Teacher authority and learner autonomy | 第27-28页 |
| 4．2 TEACHERS' ROLE IN COMMUNICATIVE LANGUAGE TEACHING BY JEREMY HARMER | 第28-31页 |
| 4．2．1 The teacher as a resource | 第29页 |
| 4．2．2 The teacher as controller | 第29页 |
| 4．2．3 The teacher as organizer | 第29-30页 |
| 4．2．4 The teacher as prompter | 第30页 |
| 4．2．5 The teacher as assessor | 第30-31页 |
| 4．3 IMPLICATION AND DISCUSSION | 第31-33页 |
| Chapter Five: Constructivism and Teachers' Role | 第33-38页 |
| 5．1 THEORETIC FRAMEWORK OF CONSTRUCTIVISM | 第33-35页 |
| 5．1．1 Piaget | 第33-34页 |
| 5．1．2 Vygotsky | 第34-35页 |
| 5．2 CONSTRUCTIVIST LEARNING THEORY | 第35-36页 |
| 5．3 TEACHERS' ROLE IN CONSTRUCTIVIST VIEW | 第36-38页 |
| 5．3．1 Teachers' role as support | 第36-37页 |
| 5．3．2 Teacher's role as help & guide | 第37-38页 |
| Chapter Six: FL/L2 Teachers' Role（s） in CALL | 第38-42页 |
| 6．1 TEACHERS' ROLE IN CALL | 第38-41页 |
| 6．1．1 Teaching unit trilogy by Palmberg | 第38-40页 |
| 6．1．2 Constructivist-like definition by Yasilandis et al | 第40-41页 |
| 6．2 SUMMMARY | 第41-42页 |
| Chapter Seven: Teacher as Informant | 第42-54页 |
| 7．1 DEVELOPMENT OF MULTIMEDIA CALL | 第42-49页 |
| 7．1．1 Interactionist SLA & a useful model | 第42-44页 |
| 7．1．2 Seven hypotheses relevant for developing multimedia CALL | 第44-46页 |
| 7．1．3 Specifics classification of FL multimedia software | 第46-47页 |
| 7．1．4 Examples of multimedia CALL | 第47页 |
| 7．1．5 Suggested criteria for development of multimedia CALL | 第47-49页 |
| 7．2 EVALUATION OF CALL ACTIVITY | 第49-54页 |
| 7．2．1 Evaluation as a critical part of design | 第49页 |
| 7．2．2 Research methods for evaluation | 第49-50页 |
| 7．2．3 Questions for empirical evaluation of multimedia CALL | 第50-54页 |
| Chapter Eight: Teacher as Organizor | 第54-63页 |
| 8．1 WEB-BASED GUIDELINES BY OSUNA ET AL | 第54页 |
| 8．2 CALL ACTIVITIES BASED ON E-MAIL: AN EXAMPLE | 第54-55页 |
| 8．3 INTEGRATION OF CULTURE AND LANGUAGE | 第55-57页 |
| 8．3．1 Introduction | 第55-56页 |
| 8．3．2 An example of CALL activity integrating culture and language | 第56-57页 |
| 8．3．3 Summary | 第57页 |
| 8．4 BUILDING OF ELECTRONIC LEARNING NETWORKS EMPHASIZED ON TASKS | 第57-63页 |
| 8．4．1 Introduction | 第57-59页 |
| 8．4．2 A sample of electronic learning network based on tasks | 第59页 |
| 8．4．3 Analysis of the project phrases | 第59-62页 |
| 8．4．4 Summary | 第62-63页 |
| Chapter Nine: Teacher as Controller | 第63-66页 |
| 9．1 INTERNET RESOURCE ACCESS CONTROL | 第63-64页 |
| 9．2 LEARNING PROCESS CONTROL | 第64页 |
| 9．3 LANGUAGE PRODUCTION CONTROL | 第64-66页 |
| Chapter Ten: Teacher as Assessor | 第66-76页 |
| 10．1 COMPUTER-ASSISTED LANGUAGE TEST & COMPUTER-ADAPTIVE LANGUAGE TEST | 第66-68页 |
| 10．1．1 Computer-assisted language test | 第66-67页 |
| 10．1．2 Computer-adaptive language test | 第67-68页 |
| 10．2 EFFECTIVENESS OF COMPUTERS IN LANGUAGE TESTING | 第68-69页 |
| 10．3 PROCEDURES OF CALT & TEACHERS' ROLE | 第69-71页 |
| 10．3．1 Generalization | 第69-70页 |
| 10．3．2 Developing the test | 第70-71页 |
| 10．3．3 Delivering the test | 第71页 |
| 10．3．4 Marking the test | 第71页 |
| 10．4 ISSUES DESERVING TEACHER'S CONCERN IN CBTS | 第71-76页 |
| 10．4．1 CALT design issues | 第72-73页 |
| 10．4．2 CALT scoring issues | 第73-74页 |
| 10．4．3 CALT logistical issues | 第74-76页 |
| Chapter Eleven: Teacher as Facilitater & Other Roles | 第76-78页 |
| 11．1 TEACHER AS FACILITATOR | 第76页 |
| 11．2 TEACHER AS LIFE-LONG LEARNER & RESEARCHER | 第76-77页 |
| 11．3 TEACHER AS EQUIPMENT MAINTAINER | 第77页 |
| 11．4 OTHER ROLES | 第77-78页 |
| Chapter Twelve: Conclusion & Discussion | 第78-81页 |
| 12．1 THESIS OBJECTIVE | 第78页 |
| 12．2 RECOMMENDATIONS ON TEACHERS TRAINING | 第78-79页 |
| 12．3 INTRINSIC INVALIDITY OF STUDY AND FUTURE DIRECTIONS OF RESEARCH | 第79-81页 |
| Appendix | 第81-84页 |
| Bibliography | 第84-90页 |
| Acknowledgement | 第90-91页 |
