A Study On English Teacher Classroom Roles In Junior Middle School

English Standards for Compulsory Education requires that teachers in secondary schools should pay attention to the needs of students,make clear that students are the center of the classroom and abandon the single role of knowledge imparter to become the mentor,organizer,facilitator,participant and collaborator of student learning^[42].Many studies have shown that students urgently want teachers to change traditional classroom roles,like controller and knowledge imparter,such as research of Zuo（2018）^[48]and Zhou（2014）^[44].However,in classroom practice,teacher-centered,textbook-driven and grammar-centered teaching practices are still not uncommon.As an active participant in creating a classroom,teachers must understand middle school students’expectations for teacher roles in the classroom and compare the expected roles with their actual roles in order to truly change the teaching concept and attitude to promote the implementation and promotion of curriculum reform.Domestic researches on the teacher roles started late and mainly focus on the introduction of the theory of teacher roles under different language teaching approaches.Research on the teacher roles of English classrooms has focused more on higher education,with very little focus on English education in junior middle schools.Moreover,most studies make suggestions and requirements for teacher roles from the perspective of experts or theories.There is a lack of research on the actual situation of teacher roles,and fewer studies focus on the perspective of students.This study takes 340 students and 8 English teachers in a junior high school in Beijing as the research objects with three research tools;they are student questionnaires,classroom observations and interviews.This study includes three questions:the students’expectations of English teacher roles in the junior middle school classrooms,the actual status about English teacher roles in the junior middle school classrooms,and the differences between actual roles and students’expected roles.It also provides some inspiration and suggestions for junior middle school English teachers to help them play appropriate roles in the classroom.The study have shown that:（1）Four roles that students most expect from junior high school English teachers are participant,resource-provider,organizer,and facilitator,followed by evaluator,and manager the lowest.They hope teachers to reduce the role of managers and conduct"appropriate"classroom management.（2）In daily classroom teaching,junior middle school English teachers act as manager at most,followed by organizer,evaluator and guide,and at least as participant and resource-provider.（3）There is a significant difference between the actual teacher roles and the expected role of students in the junior middle school English classroom.Teachers play the role of manager in the classroom too much.But the role of organizer,evaluator,facilitator,participant,and resource-provider are lower than students’expectation;especially teachers as participant and resource-provider have greatly improved space.