With the development of computer and network technologies, computer--assisted language teaching and learning have been changing from the presentation of single text materials and response model to the integration of o...With the development of computer and network technologies, computer--assisted language teaching and learning have been changing from the presentation of single text materials and response model to the integration of outside classroom education media combining text, graphics, images, sound, animation and network communication （CMC） technology. As an auxiliary tool of foreign language teaching, the computer plays its huge potential and promotes the completion of all kinds of language learning tasks. However, high cost and lack of technical support bringing the negative effects to the foreign language teaching is also cannot be ignored. Therefore, in the study of the historical evolvement of the CALL, to fully understand the positive and negative effects from the foreign language teaching will help make the positive effect of foreign language teaching maximized, and avoid misuse and abuse of the CALL.展开更多
文摘With the development of computer and network technologies, computer--assisted language teaching and learning have been changing from the presentation of single text materials and response model to the integration of outside classroom education media combining text, graphics, images, sound, animation and network communication （CMC） technology. As an auxiliary tool of foreign language teaching, the computer plays its huge potential and promotes the completion of all kinds of language learning tasks. However, high cost and lack of technical support bringing the negative effects to the foreign language teaching is also cannot be ignored. Therefore, in the study of the historical evolvement of the CALL, to fully understand the positive and negative effects from the foreign language teaching will help make the positive effect of foreign language teaching maximized, and avoid misuse and abuse of the CALL.
