Preface
Foreword
List of Abbreviations
Chapter1 Introduction
1.1 Why Focus on the Teacher
1.2 A Brief Introduction of Teachers Roles
1.2.1 What Is a Role
1.2.2 What Are Teachers Roles
1.2.3 Factors Influencing Teachers Roles
1.3 A Brief Introduction of CALL
1.3.1 Whatls CALL
1.3.2 Why Computer-assisted Instruction
1.3.3 The Advantages of CALL Systems
1.4 General Organization of the Book
Chapter 2 CALL：Emergence， Development and Its Impact
2.1 Introduction
2.2 The Emergence ofCALL
2.3 The History of CALL：Three Phases
2.3.1 Behavioristic CALL
2.3.2 Communicative CALL
2.3.3 Integrative CALL
2.3.3.1 Steps towards Integrative CALL：Multimedia
2.3.3.2 Steps towards Integrative CALL：the Intemet
2.3.4 A Brief Summary
2.4 Introduction of the Internet into ELT
2.5 What Can We Do with CALL
2.6 Prerequisites for Teachers Bamers to the Use of CALL
2.6.1 Financial Barriers
2.6.2 Availability of Computer Hardware and Software
2.6.3 Technical and Theoretical Knowledge
2.6.4 Acceptance of Technologies
2.6.5 Motivation for Involvement
2.7 Summary
Chapter 3 History of ELT and Development of CALL in China
3.1 Introduction
3.2 A Brief History of ELT in China
3.3 Modern ELT in China
3.4 The Rise of CALL in China
3.4.1 Background of the CALL Development
3.4.2 Current Situation of CALL in China
3.4.3 CALL Design for SLA in China
3.5 Comparison between Traditional ELT Model and the CALL Model in China
3.5.1 Traditional ELT Model
3.5.2 CALL Model
3.6 Teachers Role in CALL Model
3.6.1 The Indispensability of Teachers in CALL Model
3.6.2 Problems Facing Language rrTeachers in CALL Model
3.7 Summary
Chapter 4 Teachers Changing Roles in Computer-assisted
Language Learning in Cluna
4.1 The Traditional Teachers Roles in ELT in China
4.1.1 Participation
4.1.2 Administration
4.1.3 Supervision
4.2 Teachers Changing Roles in CALL in China
4.2.1 Construction of the New Teaching Model
4.2.2 Implications of the New Teaching Model
4.2.2.1 The Computer
4.2.2.2 The Learner
4.2.2.3 The Teacher
4.2.3 Teachers Changing Roles in Networked （ online） Education
4.2.4 Implications of the Changing Roles
4.2.4.1 Teacher as a Facilitator
4.2.4.2 Teacher a Guider and Friend
4.2.4.3 Teacher as an Organizer
4.3 An Empirical Study
4.3.1 Method
4.3.2 Findings
4.3.2.1 Learners and Teachers Expectations Towards Multimedia Tools
4.3.2.2 Computer Skills and Technical Problems
4.3.2.3 Leamers and Teachers Evaluation
4.3.2.4 Teachers Role and Leamers Progress
4.3.2.5 Leamers Progress
4.3.3 Summary
Chapter 5 Teachers Training and Development
5.1 The Purpose and Aims of Teachers Training and Development
5.2 Necessary Adjustment Because of the Changing Roles
Chapter 6 Conclusion
Bibliography
Appendixes
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