Emotions and Feelings in Language Advising for Autonomy

Although the literature on second language acquisition recognizes the importance of the affective dimension in language learning,little is known about how to support the affective dimension throughout the autonomous learning process.Language advising is a privileged space for addressing,besides the cognitive and metacognitive aspects,the affective dimensions of the learning process. Most importantly,within the professional and interpersonal relationship created between advisor and learner, it is easier to reflect on the emotional and affective implications of learning.This study explores the role of emotions and feelings in the learner’s and the advisor’s discourse,with the aim of shedding light on affect in autonomous language learning processes and thus helping language professionals to recognize and deal with affective issues as they arise. Based on audio-recordings and transcripts of individual advising sessions,the research design focuses on discourse analysis of the learners’ and the advisor’s discourse.The results show significant expression of emotions in the learner’s discourse,related both to past learning experiences and to planning further learning steps. In the advisor’s discourse,emotions are less apparent,as the advisor,rather,tends to mirror,empathize or counterbalance the learner’s emotions.