Interactional functions of story-opening in everyday conversations across different languages have been widely examined in Conversation Analysis (CA). However, there is a paucity in research on story-openings in institutional talk. This paper addresses this research gap by examining how story-opening contributes to advice-giving in doctoral research supervision. It draws on a data corpus of 57 storytelling sequences produced by six supervisors during 25 hours of video-recorded supervision meetings at an Australian university. The analysis shows that story-opening supports the on-going advice-giving activity in two ways. First, it invokes the supervisor’s knowledge and experience, which functions to strengthen the advice under way. Second, it works toward building a joint understanding with the student, thereby serving the supervisor’s pursuit of the student’s acceptance of advice. These findings have significant implications for research on storytelling in institutional interaction, advice and supervision practices.

会话分析（CA）中广泛研究了跨不同语言的日常对话中的故事开放的互动功能。但是，关于机构对话中的故事开篇的研究很少。本文通过研究开放性报道如何在博士生研究指导中提供建议来解决这一研究空白。它借鉴了由六名主管在澳大利亚大学25个小时的视频监督会议中制作的57个故事序列的数据语料库。分析表明，故事开篇以两种方式支持正在进行的建议活动。首先，它会调用主管的知识和经验，以加强正在进行的建议。其次，它旨在与学生建立共同的理解，从而为上司追求学生接受建议提供服务。这些发现对机构互动，建议和监督实践中的故事叙述研究具有重要意义。