摘 要

自主学习是语言学习过程中很重要的一部分。教师对学生的自主学习有着重要影响。教师在自主学习中扮演的角色多种多样，不同的学生对教师在其学习过程中能提供的帮助需求也不同。也就是说，由于每个学生对教师角色的认知不同，他们对教师角色的期待也不同。本文将研究学生对各种教师角色的认知，了解他们对教师角色的期待。通过问卷调查和访谈的形式，本文收集了研究问题相关的数据和意见。通过对问卷调查收集的数据的分析，了解学生对教师角色的认知和对各个角色重要性的排序。再通过访谈的形式，了解学生对教师角色的具体期待、希望老师提供什么样的帮助、如何更好地提供帮助等。另外，本文还将为老师提出一些建议，帮助他们在学生自主学习中更好地扮演他们的角色，辅导学生更好地自主学习。

关键词：自主学习，教师角色，重要性，认知，期待

Contents

1. Introduction..............................................................................................................1
2. Demonstration..........................................................................................................2

2.1. Literature Review...................................................................................................2

2.2. Research design......................................................................................................4

2.2.1. Research questions...............................................................................................4

2.2.2. Research subjects.................................................................................................4

2.2.3. Research methods and instruments......................................................................4

2.2.3.1. Questionnaire....................................................................................................5

2.2.3.2. Interview............................................................................................................5

2.2.4. Research procedure..............................................................................................5

2.3. Data analysis...........................................................................................................6

2.3.1. Analysis of the questionnaires’ results.................................................................6

2.3.1.1. Which roles are important to students?.............................................................7

2.3.1.2. How much do students know about each role?.................................................8

2.3.2. Analysis of the interviews’ results........................................................................9

2.4. Suggestions based on the analysis of the results of the study...............................10

1. Conclusion...............................................................................................................11

Bibliography…………………………………………………………………….........13

Appendix………………………………………………………………………..........15

Teachers’ Role in the Development of Learner Autonomy

——From Students’ Perspective

1. Introduction
The idea of autonomy in language learning can be traced back to the discussion of lifelong learning skills in 1960s. Holec (1981) defined the “autonomy” as “the ability and the will to study by oneself”. The “ability” means to master the knowledge needed to make choices in autonomous learning and the skills needed to realize the decisions made by individual. The “will” means taking the autonomy as a conceptual tool. He is thought to be one of the most influential characters and the idea came up with by him is accepted by the later research fellows. Though the autonomous learning has a long history all over the universe, it is hard to be carried out in China because of China’s educational system, particularly the examination-oriented system. Considering that an increasing number of learning materials are compiled to realize individualized teaching and individualized learning, autonomous learning has great potential and vast development prospects. Generally, learners’ autonomous learning is influenced by four factors, those are teachers from whom they study from, the institutions in which they study, companions with whom they study and the society they stay in. Among the four factors, teachers are of great importance. 
Teachers’ roles in autonomous learning differ from those in traditional teaching. In traditional model of teaching, teachers are considered as information transmitters. Nevertheless, they have turned into facilitator, helper, coordinator, counselor, consultant, adviser, knower and resource within autonomous learning (Wright, 1987). Voller (1997), in a detailed review of literature on teachers’ roles, reduces these roles to three: (1) facilitator, in which the teacher is seen as a person who provides support for learning; (2) counselor, where the emphasis is attached to one-to-one interaction; (3) resource, just as its name implies, in which the teacher is thought to be a source of knowledge and expertise.
Furthermore, the key features of the functions and qualities associated with those roles are itemised by Voller (1997: 102) under the headings of technical and psycho-social support. The features of technical support are:

1. Helping learners to make plans and carry out their own language learning by analyzing their individual needs, setting both short-term and long-term objectives, planning work, selecting materials and organizing interactions;