Research On Non-English Major Teacher Roles And Performance

English teachers are faced with new challenges and requirements with the development of modern technology and the reform of College English.Though the learner-centered concept has been increasingly advocated,teachers‘ role during classroom teaching cannot be neglected.It is significant for teachers to impart knowledge,provide assistance and cultivate students‘ learning ability.Meanwhile,teacher roles during those processes are consistently changing,enriching and developing.In order to study the non-English major teacher roles and their classroom teaching performance,the author randomly selects 75 teachers from five different universities in Shanxi Province—Shanxi Normal University,Shanxi University,North University of China,Taiyuan University of Technology and Shanxi University of Finance and Economics to make a survey and selects 15 teachers from these 75 teachers to implement classroom observation.At the same time,593 students selected from the class of those observed teachers are asked to fill in the questionnaire.The author attempts to study whether there are differences between: 1)students‘ expectation and teachers‘ self-cognition of teacher roles;2)teachers‘ self-cognition of their classroom teaching performance and their actual performance;3)teachers‘ actual classroom teaching performance and students‘ feedback of that.The author adopts Independent Sample T Test to analyze the data,the results are 1)among the students‘ expectation of teacher roles,majority of students select guide and then culture transmitter while most of the teachers think they should perform as organizer and then participant,so there is an significant difference between students expectation and teachers‘ self-cognition of teacher roles;2)teachers‘ self-cognition level of their classroom teaching performance is higher than their actual classroom teaching performance level in almost all the teacher roles except prompter;3)teachers‘ actual classroom teaching performance in different roles generally in line with the students‘ feedback of teachers‘ actual classroom teaching performance,but there is a significant difference between students‘ and teachers‘ when teachers act as participant and assessor.The author concludes the reasons accounting for these differences according to the data analyses,including the different concept of teacher roles;ambiguity of role definition;insufficiency of communication;the classroom management level of teachers;the degree of students‘ classroom participation and learning style;class size and course arrangement.And then the author put forward some suggestions: firstly,students and teachers have to make an agreement on the concept of teacher roles and teacher performance,and clearly know the definition and function of them,and strengthen the communication between them;secondly,students have to change their learning attitude and style as well as actively take part in classroom teaching;finally,schools have to make some efforts to control the number of students in each class and make a reasonable course arrangement accordingly to ensure the teaching effectiveness and efficiency.