An Empirical Study On Students's Expectation For The Change Of Teacher's Role Under New Teaching Mode

College English Curriculum Requirements issued in 2007 by Ministry of Education points out thatnew teaching mode should be supported by modern information technology, particularly networktechnology. The Requirements also claims that, the new mode should combine the principles of practiceability, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, andattach particular importance to central position of students and leading role of teachers in the teachingand learning process. The traditional English language teaching pattern which is mainly by teachers hasnot adapted to the development of the modern information technology. Teaching subject graduallychanged from teacher-centered to the student-centered. The teaching methods that blindly impartlanguage knowledge and skills have not been recognized. Teachers make the students as protagonist ofthe classroom in class, and teach the knowledge and skills, and notice to cultivating language practicalability. Therefore, teachers are given more roles in the new teaching model. Many domestic and foreignscholars have researched the change of teacher's role, and the research focus on the teachers should playthe role in the new teaching mode, mainly from teachers and students'view. But the research which isfrom the students'opinion is not much. This paper make a research focus on the students view point,combining with the view of the teachers, under the new teaching model of teachers'roles.With 110 non-English major sophomore and 20 College English teachers from a university inShanxi province as subjects, this paper discuss the discrepancy and cause between the expectation onteachers and the actual classroom observation mainly focus on following several problems: 1) What isthe students'expectation on English teacher's roles in learning context? 2) What are the features ofteachers'classroom behaviors in learning context? 3) Do any discrepancies exist between the teachers'classroom behaviors and the students'expectations on teachers'roles? If yes, what are they? 4) Arethere any factors which result in the discrepancies form teachers'perspective?The research findings indicate that: firstly, students show expectations on teachers'roles of guide,psychological coordinator, resource, organizer, helper, facilitator, and participant; Secondly, studentsshow relatively obvious features on psychological coordinator, guide, facilitator, organize and helper;Thirdly, there are discrepancies exist between students'expectations and teachers'class-room behaviors,especially in resource, monitor, and participant; Lastly, realization of ideal teachers'roles is restricted bytraditional learning ideas, teaching plan, large class number, examination-oriented teaching objective.