Implementing Strategies to Incorporate Affect in English Language Advising

Abstract

This study sought to examine the role of advisors in supporting the affective dimension of learners during English language advising. It uses the term ‘Affect’ to refer to emotions, feelings, attitudes, beliefs and moods, which when used as a resource during language advising, can facilitate learning - especially because emotions have long been linked to cognition. 20 advising dialogues were recorded and coded for affective components. This data was then triangulated with learners’ and advisors’ reflections. Results not only show significant use of emotional expressions in learners’ discourse but also reveal that advisees responded well to advisors who used a similar range or repertoire of affective language resources. Additionally, advisors who greeted students, listened, empathised, encouraged, clarified details, tolerated ambiguity, smiled more and appeared flexible were viewed as being more effective. This suggests that English language advisors can benefit from training programs. Consequently, this project has identified a set of language advising strategies that can be used by advisors at different stages of a language advising session. We hope that advisors can hone their skills through role play scenarios and videos produced as part of the deliverables of this project.