【正文】 (Stockley, 2003) This bees more plex as we try to define what the various forms of elearning are. One needs to consider the content or information of the elearning course as well as instructional methods or techniques that help people learn the content. According to Clark and Mayor (2002), there are five types of content in elearning. Facts are specific data, concepts are categories that include multiple examples, a process is a series of events, a procedure is a stepbystep process, and a principle is a guideline for performing a task.Probably the most interesting and least considered aspect of elearning courses is the reason they are used and how they fit into the overall blended learning plan. Elearning is often seen as a business solution to training programs for both basic and plex skills required to acplish some specific task. Most of these programs were created for economic reasons instead of pedagogical needs. (Schank 2002, Rsoenberg 2001). Rosenberg, for example, puts the fact that “elearning lowers costs” as the first of the ten benefits of elearning. Other benefits include enhancing business response, building munity, flexibility of schedule and content (scalability, consistency or customization) and timeliness. Note that most of these concern deployment and administration have little to do with pedagogy. Rosenberg (2001), in his seminal work on elearning, asked the question “How should the elearning and classroom learning ponents be sequenced?” and answered it himself:“Elearning tends to be short, targeted, task driven, and episodic, while classroom learning tends to be longer, less welltargeted and programmatic. For some learning tasks the former is ideal。 for others the latter is desirable. Sequencing for efficiency and effectiveness may often produce conflicts. There maybe some pressure to bine all the classroom programs into a single, short, but intensive experience, to reduce travel and downtime but the best learning plans usually call for more distributed classroom experiences so that application, mentoring, online learning, and the integration of new knowledge with what’s already known can take place between events.”(Rosenberg, 2001, p119) Technological Methods of Blended LearningAlong with the development of information technology, the technological methods used by language teachers in blended teaching delivery have been diversified. Before we define the scope of blended learning we should first of all, have a clear definition of elearning.’s ELearning?The “Education Technology White Paper 2000” published by the Ministry of Education USA afforded several descriptions on “elearning” as follows:‘What’s elearning? It is a new approach of education delivery, including new munication system and interactive work between and among persons. The new munication system means puter network, multimedia, professional website, information search, electronic library, distance learning and online classes, etc’ ‘Elearning refers to education via internet and relative service ’‘Elearning offers the chance to study anytime anywhere and therefore makes life study a possibility. ’‘…it (Elearning) will change the relationship between teacher and student, and thus change the nature of education. Some education targets will be achieved successfully but it shall never replace traditional classroom teaching.’In summary, elearning is a study and teaching activity involving internet and other digital resources, which makes full use of uptodate munication system and abundant resources realized through information technology so as to build up a new study approach, which changes the relationship between students and teachers and further more, the nature and structure of traditional education. (何克抗2002) Specific Methods for LanguageLearningLanguage learning coursewareLanguage learning courseware means that all the puter programs could be developed for the purpose of assisting language learning. According to the nature of delivery, language learning courseware falls in two major categories: CDROMbased courseware, most of the instructive software products belong to this group and internet –based courseware, which is much less in quantity for the more hardship in development. The former type refers to the programs designed to run on PC terminals, which is always paratively smaller and in forms of CD。 while the latter refers to the programs that are so large and have to be delivered on the Internet. And the user has to visit the specific web site to access them. Apparently, the most important distinction between the two types of software is the size of program. And this often means the difference of content and capacity. And as for the quality of the internet base accessibility, more often than not, it is limited by the speed of the end user’s internet service.As a matter of fact, CDROMbased courseware is preferable in practice as it’s is more reliable and with the development of DVD, the patibility of disk has forged ahead to endorse more sophisticated program. Take dynamic English (2004) for example. This software is a typical model in this field, and offers the munication opportunity between learner and puter. That is, with the help of “voice recognition” device, the learner’s utterance can be recorded and put in the puter simultaneously. On receiving the information put in, the operation system would process them with a shocking speed, matching the puttingin words or sentences with those stored in the immense corpus in its memory. Once the matching is established, the proper response would be put out as feedback to the learner, also in the form of voice of real person. The interval of any conversation is no longer than that of natural talk happening in daily life, owing to the high speed of the server’s processing. Besides the judging criterion based on the operating platform, there are other yard sticks to subclassify the various