Introduction

A common view of distance language learning has been that it presents learners with an essentially limited experience of learning the TL, and provides fewer of the benefits and support structures than those that are available in classroom settings. In fact a clearly articulated philosophy of learner support is considered fundamental to good practice in distance language learning, together with a range of support services appropriate to different stages of distance study. To underline this point providers sometimes use the term supported distance language learning/teaching to refer to what they do.

Richards (2001), writing about face-to-face language classes, also argues that support mechanisms for learners are a component of course delivery: feedback to learners, opportunities provided for faster or slower learners, and the provision of self-access components to address specific learning needs and interests are identified as part of the support process. Further support needs of distance language learners arise as part of the process of adjusting to a new learning environment in which interactions with the TL are not mediated by a teacher. Some of these may also relate to self-access contexts, and to some learner advisory centres. Learner support within the distance context includes a number of additional issues relating to the affective aspects of language learning and administrative and technical support.

In this chapter I outline the meaning and importance of learner support in distance language learning. The range of concerns and requests for support made by language students are examined including how they relate to features of the distance learning context and experience.