Chapter One Literature Review
This chapter is concerned with the literature on multiMedia network teaching, blendedteaching and related theories. Besides, recent researches concerning the issue made byChinese researches are also included.本章所涉及的多媒体网络教学，混合教学及相关理论与文献。此外，英语毕业论文，最近的探讨，由中国探讨有关的问题也包括在内。
1.1电脑辅助语言学习
随着信息技术的发展，电脑在大学校园里的到来，培育了伟大的愿望最终结合，电脑和信息技术融入课程。本章定义的呼叫并提出了一些重要的有关条款。
1.1 Computer Assisted Language Learning
With the development of information technology, the arrival of computers on collegecampuses fostered great aspirations for the eventual integration of computerizing andinformation technology into the curriculum. This chapter defines CALL and presents someimportant related terms.
1.1.1 Introduction of CALL
呼叫已成为流行语的语言教育在过去的几十年中，许多学者都非常重视它。到现在为止，它已经开发成熟的指导理论，国内外的学者。据即是Warschauer希利（1998），开发呼叫可以设计分为三个主要阶段：行为主义CALL，交际CALL和一体化CALL。每个阶段对应于一定水平的技术和一定的教学理论。虽然他们是不同的，后者调用没有否认前者，而是根据以前的理论，英语论文题目，是一家集开发。CALL has been a buzzword in language Education for the past few decades and manyscholars have paid great attention to it. Until now, its mature guidance theories havedeveloped by both foreign and domestic scholars.According to Warschauer & Healey (1998), the development of CALL can be dividedinto three main stages: behaviorist CALL, communicative CALL and integrative CALL.Each stage corresponds to a certain level of technology and certain pedagogical theories.Although they are different, the latter CALL did not deny the former one, but rather, is adevelopment based on the previous theory.
Behaviorist CALL, in the 1950s and 1960s, is the first form of CALL featuredrepetitive language drills, the so-called drill-and-practice method. It is based on thebehaviorist learning mode and as such the computer is viewed as little more than amechanical tutor. The first computers used for language learning were large and they wereonly available as research facilities on university campuses (Beatty, 1997). The best-knowntutorial system of the era, PLATO, ran on its own special hardware. It was mainly used forextensive drills, explicit grammar instruction, and translation tests (Ahmad, 1985).At that time, the dominant learning theory was called neo-behaviorism, and the whole process oflearning was controlled over stimulus upon the reinforcing stimulus. The advantage ofCALL was recognized as “multimedia-enhanced CALL is easily capable of creatinglearning situations of great fidelity or authenticity, both through the presentation of imagesof reality and through audio and video input that can presentation of images of reality andthrough audio and video input that can present real world situations as realistically astelevision but with greater interaction” (Betty, 2017, P.22)Communicative CALL appeared in the 1970s' and 1980s'. Supporters ofcommunicative CALL rejected behaviorist approaches at both the theoretical andpedagogical level. They stressed that CALL should focus more on using forms rather thanon the forms themselves. Grammar should be taught implicitly and students should beencouraged to generate original utterances instead of manipulating prefabricated forms.One focus of CALL research during this period was "videodisc technology, a high-volumestorage system" (Betty, 2017, p.23). This form of computer-based instruction correspondedto cognitive theories which recognized that learning was a creative process of discovery,expression an
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