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Preface 1

Foreword 1

List of Abbreviations 1

Chapter 1 Introduction 1

1.1 Why Focus on the Teacher 1

1.2 A Brief Introduction of Teacher's Roles 5

1.2.1 What Is a Role 6

1.2.2 What Are Teachers'Roles 6

1.2.3 Factors Influencing Teachers'Roles 8

1.3 A Brief Introduction of CALL 9

1.3.1 What Is CALL 9

1.3.2 Why Computer-assisted Instruction 11

1.3.3 The Advantages of CALL Systems 13

1.4 General Organization of the Book 14

Chapter 2 CALL:Emergence,Development and Its Impact 16

2.1 Introduction 16

2.2 The Emergence of CALL 17

2.3 The History of CALL:Three Phases 19

2.3.1 Behavioristic CALL 20

2.3.2 Communicative CALL 22

2.3.3 Integrative CALL 24

2.3.3.1 Steps towards Integrative CALL:Multimedia 24

2.3.3.2 Steps towards Integrative CALL:the Internet 26

2.3.4 A Brief Summary 28

2.4 Introduction of the Internet into ELT 29

2.5 What Can We Do with CALL 33

2.6 Prerequisites for Teachers'Barriers to the Use of CALL 36

2.6.1 Financial Barriers 36

2.6.2 Availability of Computer Hardware and Software 37

2.6.3 Technical and Theoretical Knowledge 38

2.6.4 Acceptance of Technologies 39

2.6.5 Motivation for Involvement 40

2.7 Summary 41

Chapter 3 History of ELT and Development of CALL in China 43

3.1 Introduction 43

3.2 A Brief History of ELT in China 44

3.3 Modern ELT in China 47

3.4 The Rise of CALL in China 49

3.4.1 Background of the CALL Development 49

3.4.2 Current Situation of CALL in China 51

3.4.3 CALL Design for SLA in China 53

3.5 Comparison between Traditional ELT Model and the CALL Model in China 54

3.5.1 Traditional ELT Model 54

3.5.2 CALL Model 55

3.6 Teachers'Role in CALL Model 57

3.6.1 The Indispensability of Teachers in CALL Model 57

3.6.2 Problems Facing Language Teachers in CALL Model 59

3.7 Summary 60

Chapter 4 Teachers'Changing Roles in Computer-assisted Languag LearningChinaLanguage Learning in hina 63

4.1 The Traditional Teachers'Roles in ELT in China 63

4.1.1 Participation 64

4.1.2 Administration 64

4.1.3 Supervision 65

4.2 Teachers'Changing Roles in CALL in China 66

4.2.1 Construction of the New Teaching Model 66

4.2.2 Implications of the New Teaching Model 68

4.2.2.1 The Computer 69

4.2.2.2 The Learner 69

4.2.2.3 The Teacher 70

4.2.3 Teachers'Changing Roles in Networked(online)Education 71

4.2.4 Implications of the Changing Roles 74

4.2.4.1 Teacher as a Facilitator 76

4.2.4.2 Teacher a Guider and Friend 78

4.2.4.3 Teacher as an Organizer 78

4.3 An Empirical Study 80

4.3.1 Method 80

4.3.2 Findings 81

4.3.2.1 Learners'and Teachers'Expectations Towards Muhimedia Tools 82

4.3.2.2 Computer Skills and Technical Problems 82

4.3.2.3 Learners'and Teachers'Evaluation 83

4.3.2.4 Teachers'Role and Learner's Progress 84

4.3.2.5 Learners'Progress 85

4.3.3 Summary 85

Chapter 5 Teachers'Training and Development 87

5.1 The Purpose and Aims of Teachers'Training and Development 87

5.2 Necessary Adjustment Because of the Changing Roles 91

5.3 The Required Skills of Teachers in CALL Model 94

5.3.1 Basic Skills in Using Computer Technology 95

5.3.2 Skills in Monitoring Students in CALL Model 95

5.3.3 Skills in Promoting Learning in CALL Model 96

5.3.4 Skills in Establishing a CALL Environment 96

5.4 The Relationship between CALL and Learner Autonomy 97

5.4.1 Introduction 98

5.4.2 Autonomy in Theory and Practice 99

5.4.3 Constraints of the Practice of CALL 100

5.4.3.1 Learners'Lack of Technical Competence 100

5.4.3.2 Learners'Interest 101

5.4.3.3 Learners'Disinclination to Be Autonomous 101

5.4.3.4 Poor Interaction among Learners 102

5.4.4 A Threat to Autonomy 103

5.5 Support Teachers in Changing Roles 104

5.5.1 Change of Technology for a New Classroom Practice 104

5.5.2 New Models of Teachers'Professional Development 106

5.5.2.1 Research on Exemplary Models for Professional Development 107

5.5.2.2 Technological Support 108

5.5.2.3 Support for the Transition 109

5.5.3 New Models of Social Support for Changed Practice 110

5.6 Summary 111

Chapter 6 Conclusion 112

6.1 A Brief Summary of the Research 112

6.2 Limitations of the Research 115

6.3 Suggestion for Future Study 115

Bibliography 117

Appendixes 129