Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising

Abstract

The importance of the affective dimension and the role of beliefs, self-efficacy and learners’ voices in language learning are recognized in the literature (Arnold, 1999; Brewer, 2006; Ogasa, 2010). Although emotions and feelings seem to play an important role in self-directed language learning (Bown & White, 2010; Candas & Eneau, 2010), little is still known about how to support the affective dimension throughout the self-directed learning process (Aoki, 1999). Clearly, the cognitive and the metacognitive, the subjective and affective dimensions of learning need to be addressed, in a self-access centre, in order to support learners on their road to autonomy. Language advising provides the appropriate arena for this. Within the professional and interpersonal relationship between advisors and learners (Ciekanski, 2007), it is easier to reflect on the affective implications of learning and to help learners to cope with them. Ongoing research into emotions and feelings in advising contexts shows that affect and subjectivity occupy a large proportion of learners’ (and advisors’) discourse. This paper makes a case for integrating reflection on the affective and subjective dimensions of learning, both in the research and in the practice of language advising.

Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions

“…In summary, this study's overarching purpose was to establish emotional support for advisees (Carette, Thiébaut, & Nassau, 2015;Tassinari, 2016;Tassinari & Ciekanski, 2013) by describing longitudinal trajectories of socioculturally mediated emotions through advisory sessions. This is because ALL has over-emphasized cognitive and/or metacognitive aspects of language learning despite "the inseparability of cognition and emotion" (Swain, 2013).…”

“…Of course, she admits the importance of these aspects, but she also addresses the Damasio, 2007;Swain, 2013). Considering the interconnectedness between cognition and emotion, similarly conceptualized as perezhivanie in SCT (Fleer, González Ray, & Veresov, 2017;Veresov & Mok, 2018), some studies focusing on emotions during advisory or counseling sessions have been conducted (e.g., Carette, Thiébaut, & Nassau, 2015;Tassinari, 2016;Tassinari & Ciekanski, 2013). However, since emotions could underlie L2 learners' identities (Miyahara, 2015;Moriya & Ishizuka, in press), advisors need more holistic understanding of advisees' emotionality to provide more appropriate support continuously.…”

“…The present study addresses the following four research questions: These overarching purpose of the research is to establish emotional support for advisees (Carette, Thiébaut, & Nassau, 2015;Tassinari, 2016;Tassinari & Ciekanski, 2013).…”

Language Advising as Psychosocial Intervention for First Time Self-Access Language Learners in the time of COVID-19: Lessons from the Philippines

“…The principles of advising are heavily influenced by the holistic, humanistic approach in learning focusing on both cognition and affect (Tassinari & Ciekanski, 2013). While the cognitive aspect of learning is easily supported in classroom-based instruction through a variety of teaching strategies, the same attention is not given to the affective aspect.…”

Space, place, autonomy and the road not yet taken

“…Damasio (2003: 86) hypothesizes that 'a feeling is the perception of a certain state of the body along with the perception of a certain mode of thinking and of thoughts with certain themes' (italics in original). While some work has examined emotions in relation to autonomy in language learning (Hurd 2011), an exploration of feelings has only just begun (Tassinari 2016;Tassinari & Ciekanski 2013). In this volume Kocapete (Chapter 10) concludes that 'autonomy is exercised through embodied practices,' noting that the learners in her study 'authored their worlds of learning through their display of emotions'.…”