Manifestations of teacher roles should be in sync not only with expectations from the outside, but rather, a myriad of expectations from the sociocultural background, students and teachers perse, which means manifestations of teacher roles should be the ramifications of dynamic negotiation and co-construction of the aforesaid three. In the reform of general academic English teaching, the two traditional roles, knowledge passer and language model, show teacher's practical role in the perspectives of sociocultural background, social cognitive theory, sociocultural theory and career development of foreign language teacher. Instead of being eradicated in the process of EGAP teaching reform, they should be subtly integrated in English teaching where teachers and students can voluntarily alter their expectations of teacher roles and the two traditional roles could be partially transferred.