本研究論文主要討論商務華語教師在課室教學中所扮演的各種角色，一般而言，教師的教學角色和所採用的教學方法、教學風格息息相關，每一位教師在課堂中都不可能同時扮演許多不同的角色，但是也不會滿足於單一的教學模式。本研究探討在職華語教師的自我認同觀點及學生期待，去歸結出商務華語教學過程中應優先注意、扮演的教師角色。本論文首先從中外文獻中去探討華語教師在課室中可能扮演的各種教學角色，每一種教師的教學角色都述明了教師與學生之間的互動關係和形態，每一種角色都有其重要性和功能性。接著透過調查訪問法，探析華語教師及學生們對於教師角色的觀點，進而去歸結出最受到重視的教師角色分析模型。本研究結果發現師生共同期待值較高的商務華語教師角色有激勵者、溝通式教學促進者、學習活動促進者、學習行為掌控者、公允的評量者。本研究結果建置了「商務華語教師角色模型」，以供未來深入探究此一議題的基準參考，並提供對未來研究教學及師培訓練方向的建議。

This paper explores the roles that business Chinese teachers can play in the classroom. Generally speaking, the teacher role is closely related to teaching style. A teacher would play neither one single role nor many roles in the classroom at the same time. In terms of the teachers’ self-recognition and students’ expectations, the research aims to identify the business Chinese teacher roles in priority. This paper first begins with literature review on the definitions of various types of teacher role, followed by the report of research method and survey results. Based on the teacher and student perspectives, the paper ends with the most important business Chinese teacher roles for future teacher training and development. These teacher roles include: motivator, communicative learning facilitator, learning behavior controller, and fair evaluator. This research paves the way for the future research to understand the choice of teacher role and its impact on teaching and learning outcomes.