Teaching and researching computer-assisted language learning = 计算机辅助语言教学与研究 /

　　General Editors' Preface
　　Acknowledgements
　　Introduction
　　Section I Key concepts
　　The emergence of CALL
　　The emergence of CALL
　　Technology driving CALL
　　The changing focus of research in CALL
　　Summary
　　A brief history of CALL
　　CALL in the 1950s and 1960s
　　Simulations
　　CALL in the 1970s and 1980s
　　CALL in the 1990s
　　Summary
　　Hypertext, hypermedia and multimedia
　　Hypertext
　　Hypermedia
　　Multimedia
　　Antecedents of multimedia
　　Science fiction and CALL
　　The printed book and CALL
　　Applications to general learning
　　Applications of multimedia to language learning
　　Summary
　　Eight CALL applications
　　Word processing
　　Games
　　Literature
　　Corpus linguistics
　　Computer-mediated communication resources
　　Adapting other materials for CALL
　　Personal Digital Assistants (PDA)
　　Summary
　　Section II The place of CALL in research and teaching
　　Second-language Acquisition and models of instruction
　　Concepts in SLA, behaviourism and constructivism
　　Comprehensible input and output
　　Criticism of comprehensible input and output theory
　　Behaviourist and constructivist models of instruction
　　Behaviourism
　　Constructivism
　　The role of collaboration and negotiation of meaning
　　in the two models
　　Summary
　　Collaboration and negotiation of meaning
　　The place of collaboration in CALL
　　Structuring collaboration
　　Differences between collaboration and other terms
　　The range of collaboration and CALL
　　Collaboration at the computer
　　Benefits of collaborative learning at the computer
　　Collaboration, CALL and SLA
　　Collaboration at the computer as evidenced by discourse
　　Challenges to collaboration
　　Challenges to collaboration in a CALL context
　　Discourse that evidences challenges to collaboration
　　Summary
　　Defining a model of CALL
　　Defining model
　　The need for a CALL model
　　A model of current non-CALL language learning
　　Dunkin and Biddle's model in a CALL context
　　Various views of CALL
　　Teacher and pupil classroom behaviour: activities used
　　in CALL
　　A virtual classroom
　　Aspects of a CALL model
　　Summary
　　Theoretical and pedagogical concerns
　　Concerns for software development
　　Pedagogical concerns for classroom practice
　　Evaluating software
　　Learning and working styles
　　Evolving technology
　　Commercial software
　　Making better use of existing materials
　　Copyright and plagiarism
　　Viruses
　　Safety online
　　Technological have-nots
　　Summary
　　Section III Researching CALL
　　Current research interests
　　A new field: reporting CALL research
　　Approaches to research in CALL
　　The computer as a tool of research
　　The role of commercial publishers
　　Reviewing current studies: a survey
　　Conducting research
　　Action research
　　Summary
　　Research
　　Research context 1: The literature review
　　Research context 2: A pilot study
　　Research context 3: Corpus linguistics
　　Research context 4: Error analysis
　　Research context 5: The experiment
　　Research context 6: A case study
　　Research context 7: The survey
　　Research context 8: The ethnographic approach
　　Conclusion
　　Section IV Resources
　　 Glossary of key terms
　　 References
　　 Index