Abstract
This study investigates the bond between the learning advisors and advisees that is presumed to be established by building rapport in the very first advising session through the use of intentional reflective dialogues. Applying basic advising strategies with the assistance of a structured dialogue eases the process of building rapport between the learning advisors and learners. Investigating this bond in terms of discursive functions of the talk between the advisors and advisees during advising sessions gives the opportunity to explore the concept of building rapport from a linguistic perspective. With respect to methodology, a corpus-based discourse analysis was adopted, and the analysis was performed on the recorded and transcribed talks of eight participants in four different advising sessions. The results of the study confirmed that rapport between the advisors and advisees can be built even in the very first advising session employing various rapport-building discourse functions. The results also provide insight and useful feedback to the learning advisors in the field as well as being input for the advising discourse.
Highlights
A shift of focus from teaching to learning has resulted in an increase in the number of studies related to learners and the process of learning itself in recent years
He puts advising in language teaching under the term teacher autonomy and states that the language advisor is responsible for guiding the language learner to make informed decisions about their own learning progress but not making those decisions on their behalf
Advising in Language Learning (ALL) has been one of the fields featured in relation to learner autonomy
Summary
A shift of focus from teaching to learning has resulted in an increase in the number of studies related to learners and the process of learning itself in recent years. ALL aims to help learners transform into reflective individuals with a high level of awareness by enhancing their ability to explore their learning beliefs, identify their language goals and needs, develop their independent study skills, and manage their affective issues. In this respect, the language instructors intending to specialize in advising first need to re-evaluate their existing beliefs and practices about language learning and engage in learners with the assistance of intentionally structured reflective dialogue (Kato, 2017). In Getting started: setting the scene, “the advisor tries to build a rapport and trust by getting to know the advisee no matter how many sessions it takes” (Kato & Mynard, 2016, p. 100)
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