Many study abroad researchers recruit genres, such as diary, interview, and questionnaire, to study memories of study abroad experience and their relationship with language learning. Whether quantitative or qualitative, much emphasis is on individual representations and circulation of past experience, not the here-and-now, nor the impact a person’s study abroad memories has on their subsequent life practices. In this study, I draw on sociocultural theory to analyze study abroad experiences recounted in various types of language classroom activity. I show that memory is constantly (re)shaped by intermental, interactional, and institutional forces, as when students are mediated at lexical, grammatical, and discursive levels to reconstruct their experienced past vis-a-vis goal-directed activity in class. I highlight discursive practices rememberers adopt to render their version of the past credible and authentic, and explain how such practices create opportunities for mediation in the classroom. The findings demonstrate that contextualized remembering is a mediated process of objectifying personal experience, and that memory discourse is a mediating tool for transforming mental and social activity. Thus, remembering is not simply the retrieval or circulation of individual subjectivities, but also an active social practice.

中文翻译：

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语言教室如何将留学经历的记忆与背景联系起来

许多留学研究人员会招募日记，访谈和问卷等类型，以研究留学经历的记忆及其与语言学习的关系。无论是定量的还是定性的，重点都放在个人代表和过去经验的传播上，而不是现在和现在，也不是一个人在国外学习的记忆对其后续生活习惯的影响。在这项研究中，我借鉴社会文化理论来分析在各种类型的语言课堂活动中叙述的出国学习经历。我表明，记忆是由互动，互动和制度性力量不断（重塑）的，就像当学生在词汇，语法和话语水平上被调解来重构他们过去在课堂上针对目标导向活动的经历时一样。我重点介绍记忆性记忆，记住者会采用这种陈述，使他们对过去的版本表示可信和真实，并说明这种做法如何为课堂调解创造机会。研究结果表明，情境化记忆是使个人经历客观化的一个中介过程，记忆话语是改变心理和社交活动的中介工具。因此，记住不仅是个人主观的获取或传播，而且是一种积极的社会实践。记忆话语是改变心理和社交活动的中介工具。因此，记住不仅是个人主观的获取或传播，而且是一种积极的社会实践。记忆话语是改变心理和社交活动的中介工具。因此，记住不仅是个人主观的获取或传播，而且是一种积极的社会实践。