| 摘 要： | The development of CALL has been accompanied by a debate about which theoretical foundations it should be built upon. This paper will ask what the relationship between CALL and models of language and learning has been, and consider what it should be. Research undertaken using ICT in order to identify issues relevant to second language acquisition (SLA)will be examined, and its implications noted. The application of interactionalist models of SLA will be considered and the contribution that task-based language learning could make to CALL investigated. The concept of "student-directed" CALL is used in order to distinguish the SLA-based interactionalist models proposed from the many CALL approaches based on gap fills, drilling, etc. and from the many tutor-led programmes in areas such as EAP.
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