ABSTRACT
This chapter discusses the emotional aspects of language-learning experiences as articulated in autobiographical narratives shared between an advisor and her student. Narratives are here taken to be sequential and meaningful stories of educational and life experiences as they appear in students' autobiographical texts, in advising interactions, in research interviews, in student writing, and in research writing arising from these. Writing is conceptualised as a narrative autobiographical process based on reflexive self-study, as well as being a relational process. Jenni's story is also an attempt to practise research writing in a form of English that is at the interface of practice and theory, and, if used with skill and imagination, gives the feel and taste of foreign language-learning experiences. Reflexivity is essential for both the student's language work and the counsellor's language counselling and learner support. When writing, students reflect on their past learning experiences, their present skills and motivation, and their future plans and wishes.
