Examining the Discourse of Learner Advisory Sessions.

Abstract

Abstract The intention of this paper is to explore problems described by learners of a second language at university level. An understanding of the range of experiences that learners report in given learning contexts is likely to shed light on ways in which those learning contexts might be structured for better learning opportunity, or ways in which learners themselves might develop better strategies for making use of the opportunities that are already there. For example, one of the problem types identified in our data is a lack of fit between a learner's long term language learning goals and the immediate goals of the course they are enrolled in. The lack of fit could be dealt with through a modification of the curriculum design or by an increased understanding by the learner of how to manage the differing expectations. In either case, some intervention in the status quo of a particular context would be indicated. The problem descriptions were gathered through a series of interviews between individual learners and a language advisor. In order to focus our exploration of the problems, we began with three broad questions: In what way are the problems framed through the process of the interview itself? What learning goals are explicitly or implicitly set by or for the learner? What underlying learner beliefs about language learning emerge from the interviews? The paper concludes by proposing a framework to use in managing and analysing dialogues about learning.

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