| In today’s learning society,students should not only learn knowledge and skills,but also learn how to learn,that is,they should have the ability to learn autonomously.The overall goals of the English curriculum in the compulsory education stage emphasize that the cultivation and development of students’ English learning autonomy directly restricts the improvement of their comprehensive English language ability.Therefore,improving students’ autonomous learning is significant for educational practice and student life-long development.It does not mean that the teacher roles will be weakened in promoting autonomous learning,on the contrary,the teachers’ affect and status in promoting autonomous learning are more vital,and teachers will play a more important role in classroom teaching than ever.Therefore,this thesis aims to explore how teachers play the roles to promote English autonomous learning in secondary schools,and put forward the following research questions: 1)How are the current roles of English teacher playing in order to promote English autonomous learning in secondary schools? 2)What are the problems about the roles that teachers play in promoting English autonomous learning? 3)How should English teachers change their roles to effectively promote English autonomous learning?In order to explore how teachers can play their roles in promoting students’ autonomous learning,this study took 24 English teachers and 166 students from three secondary schools in Qingdao as the research objects,and conducted questionnaires and classroom observations.The questionnaires are designed to examine the current teacher roles in promoting English autonomous learning from five dimensions: facilitator,consultant,resource provider,manager and teacher’s autonomy,as well as the problems that exist in the process of English language instruction.At the same time,the classroom observation method was used to observe the teacher roles in actual classroom teaching,and recorded the teaching behavior in the scales.Finally,the collected student questionnaires,teacher questionnaires and classroom observation scale data were input into SPSS 26.0 for statistical analysis.The results from the research are shown in the follows.First,in order to promote English autonomous learning,teachers have played roles in facilitator,consultant,resource provider,manager,and teacher autonomy.They played better in the roles of facilitator,resource provider and manager,than the roles of consultant and teacher autonomy.Second,there are following problems as teacher roles in promoting English autonomous learning: teachers lack the teaching inclination to cultivate students’ autonomous learning strategies;the teacher autonomy is ineffective,that is reflected in the lack of teacher autonomous ability and autonomous behavior;in the reality of exam-oriented education,high school entrance pressure and large class sizes,teachers rarely take the initiative to innovate teaching methods and promote the individualized development for students.Third,English teachers should change their roles to promote English autonomous learning: teachers should strengthen the training of students’ autonomous learning strategies,including cognitive strategies,meta-cognitive strategies and emotional strategies,to promote more autonomous and effective learning;teachers should fully develop their autonomous abilities and autonomous behaviors so as to promote English autonomous learning by developing teacher autonomy;teachers should respect the individual differences of students,strengthen multi-channel communication with students to understand the needs and challenges of different students,so as to provide students with accurate and effective improvement measures. |
