Adjusting Teacher's Role And Fostering Learner Autonomy In Senior High School

In foreign and second language classroom, the success of the learning activity is dependent on strong and vital connections between learners and teacher, as well as among learner themselves. The key question is how teachers can adjust their traditional roles to foster learners' autonomous learning. Current loreign and second language ( L2 ) teaching methodologies suggest that there is a benefit in switching from the traditional teacher-centered class to a learner-centered classroom setting. In China, quality education needs to reexamine the teacher's roles. New Curriculum Standard slates clearly: learner autononn is a necessary and must be advocated. And very few researches have concentrated on the better roles the senior high senool teachers in China should play in order to foster students' awareness on autonomous learning.This study investigates the senior high school students beliefs and attitudes about teacher's roles and their willingness and ability to self-direct learning. Some concrete examples of various activities that teachers can design and organize to prepare students for more independence are presented too. The instruments, used lor theinvestigation include teacher's action research (a series of activities to faster autonomous learning ) and two questionnaires.The findings of the study show: most students regard student as centers. They welcome chances to speak linglish and to be questioned . But the teacher dominate the main part of the class time. So the students think the teacher should play the role of a facilitator to give them help. Concerning students' attitudes and beliefs about self-direction. 50% of them willing to take responsibility to their study. Though students' awareness is rather high, their practical skills in doing this are very low.The study presents the following implications for language teaching of senior nigh school: What is needed is a reorientation of teacher's roles, teachers need to become effective facilitator: What is lacked is students' self-direct ability, students nee.l to master some basic metacounitive strategies.