This paper is concerned with the actions of university learners and teachers. It is concerned with the nature of feedback from teachers to learners about the quality of their learning, and with the nature 'feed-forward' from learners to teachers - primarily through the questions that learners ask. Both of these exchanges involve affect - seldom are such interactions emotionally neutral.A primary objective of the research is to provide both a conceptual framework with which to understand the business of learning and teaching at this level (the theoretical domain), and to illuminate the actions of learners and teachers in their many guises (the existential domain). The theoretical domain concerns those presuppositions and assumptions, both implicit and explicit, with which actors construct the more general characteristics of their learning (or teaching), its function and their role and situation within this. These include the principles that a person has for learning, his/her general ideas about method, style and approach to learning; about purpose, life and relationships. The existential elements relate to the actors' immediate experiences of events in all their particularity and the consequent thoughts, feelings, sense of self, of adequacy - their immediate experiences as they undergo learning or teaching in context.This research opens the possibility of resolving some of the contradictions that occur where presuppositions and experiences are contrary to each other to the extent that learners cannot cope with the daily tasks of learning, or teachers become frustrated with the usual forms of teaching. The intention is to provide a framework for expressive activity in the developing experiences of learners, for learners to become aware of emotional presuppositions about learning and teaching even as he or she is in the act of transforming these as they take place.