Research On Discrepancy On English Teachers' Roles Between Students' Expectations And Teachers' Class-room Behaviors

College English Curriculum Requirements issued by Ministry of Education points out that new teaching model should be supported by modern information technology, particularly network technology. The Requirements also claims that, the new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to central position of students and leading role of teachers in the teaching and learning process. The teaching model transforms from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class mainly, to a student-centered pattern, in which ability to use the language and to learn independently are cultivated in addition to language knowledge and skills. In this new learner-centered autonomous learning context, teacher's role can not be ignored, to the contrary, they play more important roles in fostering learner autonomy, which is a key point in developing a comprehensive ability and quality of learners. Therefore, a reorientation of teacher's role in autonomous learning context has aroused attention of many scholars and researchers both abroad and at home. Nevertheless, there are few empirical studies on teachers'roles from learner's perspective, although study from students'angle will make sense in this learner-centered context.With the theoretical supporting of learner autonomy and teacher's role, a research on discrepancy on teachers'roles between students'expectations and teachers'class-room behaviors is put forward. The research will be conducted based on the following four questions:1) What are students'expectations on English teachers'roles in autonomous learning context? 2) What are the features of teachers' class-room behaviors in autonomous learning context? 3) Do teachers'class-room behaviors match students'expectations on teachers'roles? If not, what are the discrepancies between the two? 4) Are there any factors which result in the discrepancies from teachers'perspective?With 128 non-English major freshmen and 59 College English teachers from a university in Jiangsu province as subjects, this thesis employs quantitative analysis based on questionnaires and qualitative analysis according to class-room observation and semi-structured interview. There are two questionnaires, as one is designed for students to investigate their expectations on teachers'roles, and the other is for teachers to explore features of their class-room behaviors in teaching practices. Class-room observation is a supplement to evaluate teachers'behavior in class. The interview is designed to obtain factors leading to discrepancies on teachers'roles between students'expectations and teachers'class-room behaviors.Research findings show that:1) Students show expectations on teachers'roles of guide, resource, psychological coordinator, helper, facilitator, participant, organizer, monitor, assessor, in turn from the strongest to the lowest; 2) Although teachers can play most roles expected by students, they show relatively obvious features on guide, psychological coordinator, facilitator, helper and organizer; 3) There are discrepancies on teachers'roles between students'expectations and teachers'class-room behaviors, especially in resource, monitor, and participant; 4) Realization of ideal teachers'roles is confined by traditional learning beliefs of both teachers and students, restricted teaching plan, large class size, examination-oriented teaching objective.Based on research results, this thesis gives suggestions on the improvement of teachers'roles and effective ways of developing learners'autonomous learning ability as follows:1) Teachers should improve their understanding on autonomous learning and guide students to set up a correct autonomous learning concept; 2) Teachers should provide training on students'learning methods and strategies, coordinate their psychological condition, change teachers'roles in order to adapt to students'needs in different learning stages; 3) Teachers should focus on self-improvement in order to realize roles'transformation from teachers who only do with knowledge-imparting to teachers who deal with knowledge-providing as well as researchers.