1Abrams, Z. I. The effect of synchronous and asynchronous CMC on oral performance in German [ J ]. The Modern Lan- guage Journal, 2003, 87.
2Darhower, M. Interactional features of synchronous computer-mediated communication in the intermediate L2 class: a sociocuhural case study [ J]. CALICO, 2002,19 ( 2 ).
3Ene, E., Gortler, S.E. & McBride, K. Teacher participa- tion styles in foreign language chats and their effects on student behavior[ J ]. CALICO ,2005,22.
4Hirotani, M. Synchronous versus asynchronous CMC and trans- fer to Japanese oral performance[J]. CAL/CO,2009,26(2).
5Kern, R. Reconstructing classroom interaction with net- worked computers: Effects on quantity and quality of lan- guage production [ J ]. Modern Language Journal, 1995,79.
6Krashen, S. D. The Input Hypothesis: Issues and lmplica- tions[ M ]. Longman: new York, 1985.
7Nunan, D. & Bailey K. Exploring Second Language Class- room Research[ M]. Heinle: Cengage Learning,2009.
8Payne, J. S. & Whitney P. J. Developing L2 Oral Profi- ciency through Synchronous CMC : output, working memory, and interlanguage development[ J ]. CALICO,2002,20( 1 ).
9Smith, B. Computer-mediated negotiated interaction: an ex- panded model [ J ]. Modern Language Journal, 2003,87.
10Swain, M. and Lapkin, S. Problems in output and the cog-nitive processes they generate: A step towards second lan- guage learning[ J ]. Applied Linguistics, 1995,16.