摘要：The existing teaching practices in Saudi ELT classrooms, largely reflect the implications of traditional teacher-centred classrooms. In this vein, the study discusses diverse manifestations of the most influential scholars on the stereotypical traditional role of the teacher and also highlights pressing need for redefining the roles of a teacher in new perspectives. The teacher in a traditional teacher-centred classroom assumes the role of an absolute authoritative figure, who serves as the source of knowledge while learners serve as passive recipients. It is well accepted that this sort of unilateral pedagogy fails to build creativity as well as communicative ability of the learners and thus hinders their language learning process. Hence, the main focus of the study is on how innovative role of the teacher significantly altered the role of the learners and in the thick of all classroom activities they get practical experience of using the language for communicative purposes. The phenomenon of teacher’s traditional and innovative role was interrogated and explored using the qualitative research tools, I.e. opinionnaire and classroom observation. The specific population included two hundred male and female EFL teachers from Jazan University to obtain representative sample for the study.
关键词：ELT;traditional teacher-centred;learner-centred;innovative roles of a teacher;Saudi context;EFL
