ABSTRACT

This article provides qualitative information chronicling the study-abroad experiences of eight Erasmus+ students. Data were obtained from the analysis of focus-group discussions, e-journal narratives, plus background and language contact questionnaires. Combined, such data illustrate the participants’ discursive positions on their socialisation patterns and the impact of Erasmus+ on their overall L2 selves, identity and transcultural competence, whilst also pointing to possible language gains. Results show that participants perceive they have widened their social circles, experienced personal growth, accrued new knowledge, and begun to perceive their own imagined communities differently. Finally, the article identifies several factors that seem to have had an impact on such results, and points to Erasmus as a life-changing experience.

摘要

本文提供了定性信息，记录了八名 Erasmus+ 学生的海外学习经历。数据来自对焦点小组讨论、电子期刊叙述以及背景和语言接触问卷的分析。结合起来，这些数据说明了参与者对其社会化模式的话语立场，以及 Erasmus+ 对他们整体第二语言自我、身份和跨文化能力的影响，同时也指出了可能的语言增益。结果表明，参与者认为他们扩大了社交圈，经历了个人成长，积累了新知识，并开始以不同的方式看待自己想象中的社区。最后，文章指出了几个似乎对这些结果产生影响的因素，并指出伊拉斯谟是一次改变人生的经历。