ABSTRACT
While both the disciplines of advising in language learning and language teaching attempt to improve students’ language competence and learning ability, and would generally state both as desired
learning outcomes, the weighting given to each goal is different. In this volume,
advising in language learning has been defi ned as “the process and practice
of helping students to direct their own paths so as to become more effective
and more autonomous language learners” (Carson and Mynard, this volume),
which clearly positions autonomous learning ability as the most heavily
weighted goal. Yet language teaching in language courses, where the central
learning outcome is improved language competence, can and does also lead
to improvements in learning ability and learner autonomy for many students.
