Abstract Following the relational turn that has been observed in the areas of therapy and medical care (cf. Dinis 2010), a similar trend is beginning to develop in education. One didactic manifestation is in academic tutoring, and can be considered as a prototype of personalized education, which is founded on interactivity, dialogicality, and languaging. In our text, we focus on the phenomenon of interactivity and, predominantly, languaging as the substrate for the emergence of a special domain. Here, the learning space is defined as “a cognitive situation where a learner attunes in his/her own epistemic change.” We observe that a learning space occurs as a teacher/tutor engages with aspects of the student’s/tutee’s epistemic frame by questioning, commenting on, or perspectivizing the utterances of the student. It follows that a learning space can be necessary but not sufficient for effective learning. As we show, some research into tutoring excessively idealizes it as an effective teaching tool. In the course of our brief scrutiny we find that success of the learning process also draws on factors like: being prepared being good at hearing and using hints being willing to improvise a learning trajectory allowing some degree of interdependence with the tutor using many kinds of first-order activity

中文翻译：

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辅导学习空间

摘要随着治疗和医疗领域中关系的转变（参见Dinis 2010），教育领域也开始出现类似趋势。一种教学表现形式是学术辅导，可以看作是基于交互性，对话性和语言化的个性化教育的原型。在本文中，我们着眼于交互现象，主要是语言作为特殊域出现的基础。在这里，学习空间被定义为“一种学习者根据自己的认知变化进行调和的认知情况。” 我们观察到，当教师/导师通过质疑，评论或透视学生的话语来参与学生/学生的认知框架的各个方面时，就会出现一个学习空间。因此，学习空间对于有效学习可能是必需的，但不足。正如我们所显示的，对补习的一些研究过分地将其理想化为一种有效的教学工具。在简短的审查过程中，我们发现学习过程的成功还取决于以下因素：做好准备，善于聆听并使用提示，即兴改善学习轨迹，从而允许与导师使用多种不同的方式相互依赖。有序活动