The Interface Between Teacher Authority And Learner Autonomy In Foreign Language Learning In China

In the last several decades, innovations have frequently occurred in foreign language teaching. Despite all the changing methods, we still have no exact conclusion as to which method is indeed the best one for our students' language learning. However, in the last twenty years, there is a general trend that language pedagogy should transfer from teacher-centeredness to learner-centeredness. In such circumstances, teacher authority is under constant doubt and attacks, while a concern with the nature and benefits of learner autonomy has been well-established in language teaching profession. This transfer, however, faces great challenges from Chinese traditional educational background. Chinese great emphasis on power distance and collectivism determines the existence of teacher authority. Besides, foreign language teaching in our country also has its uniqueness in terms of teaching materials, goals and methods. In view of these factors, learner autonomy in Chinese foreign language teaching is sure to be influenced by the traditional teacher authority. Emphasis on only one of them and neglect of the other will undoubtedly lead language teaching astray. Therefore, this thesis analyzes the significance of both teacher authority and learner authority and tries to make clear that only finding the interface between them can facilitate foreign language teaching.The whole thesis is made up of five chapters, plus introduction and conclusion.The introduction part mainly deals with the current foreign language learning situation in China, some researches already conducted on teacher authority and learner autonomy, and the purpose of this thesis.The first chapter introduces the four layers of teacher authority, points out the necessity of teachers as traditional authority influenced by Chinese power distance and collectivism. The second chapter analyzes the history and development of foreign language learning in China together with the feature of foreign language learning, finds out the importance of teachers as knowledge authority. In the third chapter, learner autonomy is the main concern. By tracing back its rising and different interpretations of it, this chapter offers a detailed analysis of learning autonomy, including its significance. The fourth chapter is an investigation among students, trying to know their interpretations of the two concepts, and how deeply their learning behavior is influenced by Chinese traditional value. It reveals that learners accept both teacher authority and learner autonomy at the same time. Based on the survey, the author analyzes learners' contribution to learning progress and gives some advice on teachers' role in cultivating learner autonomy. In fact, teacher authority is not in conflict with learner autonomy, and learner autonomy does not exempt the function of teachers as authority either. These two terms are not contradictory but complementary.