Kij, KarolinaSkowronek, Barbara2014-07-082014-07-082013Glottodidactica, Vol. 40/1 (2013), s. 155-16483-232-1043-80072-4769http://hdl.handle.net/10593/11131Although it constitutes a quite popular and effective system of foreign language teaching/learning, language tutoring seems to be disregarded in academic work as well as in teaching materials. Yet, a specific structure of tutoring offers an attractive field for the research that cannot be conducted in the context of group learning. Results of the research could not only enhance the current state of glottodidactic knowledge, but also extend the ethodological base, in which it is now futile to search for instruction on the individual work with the learner. The present article is thus an attempt to begin an academic discussion concerning language tutoring.enlanguage tutoringindividual language guidanceglottodidactic processlearner autonomyteacher educational rolesArtykuł