Study abroad (SA) research involving Croatian students is still in its infancy, with hardly any documentation of systematic research. Thus, the present paper aims to explore the main themes permeating Croatian sojourners’ SA experiences and their interrelatedness. The study utilises narrative frames (NFs), i.e. story templates that produce a coherent account of an individual’s own experience (Barkhuizen, 2014), to elicit information on participants’ perceptions of SA experience. The NF created for the purposes of this study aims at capturing language learning experiences in an SA context. The frames, completed by 33 Croatian students from non-language fields of study who participated in the Erasmus student exchange programme in various European destinations, were analysed using the grounded theory (GT) approach. All stages of the procedure are meticulously detailed in the study. The all-encompassing idea resulting from the analysis is that SA experience provides a ground for students’ authentic growth in which language development and personal and professional development are intertwined and mediated by a range of emotions and attitudes that are created, changed or confirmed in the process.

中文翻译：

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叙事框架中记录的非语言专业学生的海外学习语言学习经验

涉及克罗地亚学生的出国留学研究仍处于起步阶段，几乎没有系统研究的文献资料。因此，本文旨在探讨渗透克罗地亚居留者SA经历的主要主题及其相互关系。该研究利用叙事框架（NF），即故事模板，可对个人的自身经历进行连贯的描述（Barkhuizen，2014年），以获取有关参与者对SA经历的看法的信息。为此研究而创建的NF旨在捕获SA环境中的语言学习经验。使用扎根理论（GT）方法分析了由来自非语言研究领域的33名克罗地亚学生组成的框架，这些学生参加了欧洲各个目的地的Erasmus学生交流计划。该研究的所有步骤均在研究中进行了详细介绍。分析得出的无所不包的想法是，SA经历为学生的真实成长提供了基础，在该成长中，语言发展以及个人和专业发展被一系列在课堂中创造，改变或确认的情感和态度所缠绕和调解。处理。