Essential advising to underpin effective language learning and teaching
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Supplementary material
Other Title
Authors
Hobbs, Moira
Dofs, Kerstin
Dofs, Kerstin
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2015-03
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
autonomy
advising
autonomous learning
self-access
language learning
self-access centres (SACs
independent learning
language students
advising
autonomous learning
self-access
language learning
self-access centres (SACs
independent learning
language students
ANZSRC Field of Research Code (2020)
Citation
Hobbs, M., and Dofs, K. (2015). Essential advising to underpin effective language learning and teaching. Studies in Self-Access Learning (SiSAL) Journal, 6(1), pp.13-31. http://sisaljournal.org/archives/mar15/hobbs_dofs/
Abstract
This paper is aimed at managers, teachers and advisors who are involved with language learner advising. It will first give a historic background to autonomy and advising (Benson & Voller, 1997; Crabbe, 1993; Holec, 1981) , then discuss what advising means and what skill set is required for this. The paper will also look at how autonomy is linked to advising, strategies for effective language learning (Oxford,1990), and self-regulation while using these strategies (Oxford, 2011; Ranalli, 2012; Rose 2012). It will then touch on more recent ideas around processes for helping students become more effective and more autonomous through advising (Mynard & Carson, 2012). Some practical approaches for advising (Kelly, 1996; Mozzon-McPherson, 2002 2007; Riley, 1997) will be referred to, as will the all-important differences between teaching and counselling approaches. Finally, the article will briefly discuss reflection as a useful professional development tool.
Publisher
Kanda University of International Studies (KUIS), Chiba, Japan
Permanent link
Link to ePress publication
DOI
Copyright holder
Moira Hobbs & Kerstin Dofs.
Copyright notice
CC0 1.0 Universal