| The studies of teacher role are fruitful at home and abroad. And the studies of this field have become especially popular at home since College English teaching reform began in 2004. However, when searching those key journals in ELT in China for the related literature on the web site of CNKI Chinese Academic Journals in July 2009, the author found that most of the studies are made from the perspective of teachers or experts, with few from learner perspective. Besides, the studies related to the classroom teacher roles in the course Integrated Skills of English (ISE) are rare. Therefore, a study of the classroom teacher roles in ISE course from the perspective of both teachers and learners at the same time should definitely deserve researchers'attention.With the tools of questionnaires and interview, the present study investigates 270 English major students from three different grades (from Grade 1 to Grade 3 ) in 3 universities of Guangxi Zhuang Autononmous Region, and 43 teachers of ISE course from the same 3 universities. The present study investigates 5 questions including: 1) students'expectations of classroom teacher roles in ISE course; 2) teachers'beliefs about classroom teacher roles in ISE course; 3) the actual teacher role performance in ISE class; 4) whether teachers'beliefs match students'expectations; 5) whether teachers'actual behavior matches students'expectations. The software SPSS13.0 is employed to calculate the quantitative data.The statistical results of the questionnaire investigation indicate that:1)"Creator"of classroom climate,"motivator"of students'learning interest and"helper"of students'learning are the three roles that students expect ISE teachers to play most in the classroom. While"monitor"of students'learning process,"designer"of classroom activities, and"assessor"of students'performance are the 3 roles that students expect ISE teachers to play least in the classroom.2) The top five roles that ISE teachers believe they themselves should play in the classroom are"helper"of students'language learning,"motivator"of students'learning interest ,"creator"of classroom climate,"designer"of classroom activities and"organizer"of classroom activities . The bottom four roles that ISE teachers believe they themselves should play in the classroom are"friend"of students,"participant"of classroom activities,"resource"of students'learning and "instructor"of knowledge.3) The three roles that ISE teachers play most frequently in the classroom are instructor, organizer and helper."Trainer"of students'learning strategies, monitor and creator are the roles that ISE teachers play least often in the classroom.4) Teachers'beliefs don't match students'expectations in 6 teacher roles as designer, organizer, monitor, assessor, helper and counselor, with the degree of teachers'beliefs significantly higher than that of students'expectations in all the six roles. Teachers'beliefs match students'expectations in the other 8 teacher roles as instructor, trainer, resource, facilitator, participant, friend, creator and motivator.5) Teachers'actual behavior doesn't match students'expectations in all the 14 teacher roles except the role of organizer. Of these 13 teacher roles, the degree of teachers'actual behavior is significantly higher than that of students'expectations in the roles of designer and monitor, while teachers'actual behavior can't live up to students'expectations in all the other 11 roles as instructor, assessor, trainer, helper, counselor, resource, facilitator, participant, friend, creator and motivator.The present study provides a clear picture of students'expectations of the classroom roles acted by ISE teachers and how much teachers'beliefs and their actual behavior match students'expectations, which offers the implications for the ISE teachers how to play their classroom roles properly in their future teaching so as to improve their language teaching.Limitations of the present study and suggestions for further study are also elaborated in this thesis.
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