School and university classrooms remain the standard around the world for second language instruction. However, over the past 20 years various methods of language learning have permeated the educational landscape to include self-study textbooks, language learning software and online teachers. Some models are evidence based while others lack scientific validation. One emerging model created by educators is that of autonomous learning and through it Advising in Language Learning (ALL). ALL offers learners access to language advisors supported by a paradigm designed to help students become independent and self-directed. ALL boasts a strong research base focused on methods and strategies of advising. However, only one study suggests a model for the language advising session based on analysis of in-session discourse. This discourse analytic study of ALL investigates verbal discourse data from advising sessions at one Japanese university. The purpose of this study is to identify how language advisors enact language advising. This study analyzes data from recordings of advising sessions with two experienced advisors and five students. In these audio-recorded advising sessions, students spoke one-on-one with advisors about their learning practices and study plans. All sessions were transcribed, coded and organized into themes. Data were first analyzed through close analysis of structure and discursive strategy with special focus on (1) discourse markers which advisors used to control flow and (2) how advisors gleaned information from students then used that information to guide reflection and planning. Theoretical lenses from sociocultural and frame semantics were then used to interpret results of the discourse analysis. Three major themes that emerged from these data were (1) gleaning information, (2) supporting, guiding, and reframing, (3) teaching and prompting. Analysis revealed an underlying structure to the advising sessions of the two participant advisors despite differences in circumstances and approaches. Furthermore, results not only illustrated what transpires in advising sessions but how they are orchestrated by advisors. This investigation supplements literature supporting the theoretical and evidence base of advising in language learning. Although more research is warranted, ALL is a promising approach that may help students reframe learning goals while providing necessary tools for self-regulation of language learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]