【正文】 e same time, they stimulate interest in the new language by associating it with an enjoyable, leisuretime activity. Even simple word games, such as “Hangman”, provide good CALL materials. Many of the contextualized activities already mentioned can be transformed into games by the addition of a scoring option. Teachers should be aware, however, that some games are really drill and practice programs to which a scoring option has been added. They should look for games that require prehension and creative contributions from students. Simulations present a situation with which the student must interact, playing a role in what is happening on the screen. A scene or action is portrayed by graphics or by a putercontrolled videotape or videodisc player, and at certain points the student is called upon to make key decisions. The student’s decisions or answers determine the content and sequence of the studentputer interaction. Although until now this sequence of program has been most successfully and extensively used in job training and science courses, it has potential for foreign languages. (Robert Ariew and Judith )A tutorial presents new material to students and then questions them about the information. A puter tutorial can present explanations of concepts or rules, supplemented by charts, illustrations or examples, just as text books do. Then, as a followup activity, the puter can check on the student’s prehension by proposing exercises or questions. Unlike textbased tutorials (explanations in a textbook), the puter can present dynamic illustrations, such as animations, graphics in color, or words that change visually on the screen to demonstrate the effects of a grammar rule. The followup questions take advantage of the immediate feedback that the puter can provide. In tutorials that branch, the order of presentation can be determined by the students’ conscious choice or by their performance on followup activities. (Robert Ariew and Judith ) or stories containing erroneous or misplaced words that must be identified and changed. Students must not only understand the material but more often actually contribute to its meaning by pleting it. Contextualized activities are especially important in foreignlanguage learning, because they emphasize the language content along with structure. (Robert Ariew and Judith )Contextualized activities require greater involvement than it occurs in drill and practice exercises. Consisting of text longer than word or sentence items, these programs stress understanding and creative use of the language rather than merely eliciting correct and automatic responses. Activities of this types are cloze passages, in which every Nth word is missing and must be replaced。Drill and practice programs consist of mechanical manipulations of words or sentences, using the same types of exercises as one uses in class, such as transformation and substitution drills。Writers about CALL usually group CALL programs into four categories: the drill and practice type of program, tutorials, simulations, and games. Although these classifications may have sufficed when puters were first used in language learning, they no longer cover the wider range of formats made possible by improved technology and increased experience. To the original four types of CALL programs, we will add two others: contextualized activities and tool programs. (Robert Ariew and Judith )At the practice phase the puter as tool can be fully tapped for repetitive practice as it never get exhausted as a machine. And moreover, puter can offer random or shuffle system which ensure individual study on one’s own pace and practice efficiency. Computer tools can assist teachers and learners at any stage/phrase of the learning process: presentation, learning, and practice including language use. The testing stage is not considered here as most tests are of achievement nature and therefore lie within the framework of the puter as tutor. Computer as ToolA good example of how puters may be prehended in this type of (programmed) tutor instruction could be seen in relation to Wida’s widely used CHOICEMASTER (earlier 1982, and latest, 1997, version). This is a multichoice program in which the user gets immediate feedback not only by selecting the right answer but also by wrongly choosing any of the distracters. The feedback provided by the machine is not simply of a yes/no type (as in other early tutor programs) but could also include explanations, corrections or hints as to why the attempted selection was wrong. In this way, the learner is hypothetically led to the correct answer. Early in the 80’s of last century, the famous “TutorTuteeTool” theory was advanced by Taylor (1980), a prestigious puter scientist in the United States. According to his theory, there are all together three modes where puters are used in education. In the first mode, the puter is seen as the tutor in the learning process. That is, puters are supposed to replace teachers pletely or partially with programmed teaching activities. The second one is “Tuteetype”, where students, instead, are supposed to act as instructor and to instruct the puter to “l(fā)earn to do something”, for example, programming with puters. Therefore, this mode is also called “Computer Program Design”. And the last one is “Tool” mode, where puters are only taken as a “tool” to assist or aid teachers to realize various activities or project in teaching. The following discussion would adhere to the “TutorTuteeTool” paradigm. However, with the leapandbounce development of software technology, more and more educationspecific software are produced and have bee available to students and teachers. Considering the dissatisfying oute of operations in some schools, the “Tutee” mode was gradually abandoned by both researchers and teachers. Generally speaking, there are two main dimensions in CALL research and manipula