ABSTRACT

This article reports on a small-scale qualitative case study where the purpose was to examine a group of Norwegian upper secondary students’ reflections around own language-learning experiences when participating in three very short transnational Erasmus+ project mobilities. Data were collected through interviews, observations and reflection logs, and the constant, comparative method was used to analyse the material. An overall finding can be related to a sense of raised metacognitive awareness in the group of students, as a result of their participation in the Erasmus+ project. Their perceived raised metacognitive awareness was, amongst others, attributed to the extended learning arena, to the social setting and the sense of agency in group tasks. The latter was perceived as important because it allowed for more opportunities for learner-learner interaction with other non-native speakers of English. Exposure to non-native language users as well as increased intercultural awareness were seen as important for students’ willingness to communicate, and hence an important element of their language-building identity.

摘要

本文报告了一个小规模的定性案例研究，其目的是检查一组挪威高中生在参与三个非常短的跨国Erasmus+项目流动时对自己的语言学习经历的反思。通过访谈、观察和反思日志收集数据，并使用恒定的比较方法来分析材料。由于他们参与了伊拉斯谟 +项目。他们感知到的元认知意识的提高主要归因于扩展的学习领域、社会环境和团队任务中的​​代理感。后者被认为很重要，因为它为学习者与其他非英语母语者的互动提供了更多机会。接触非母语使用者以及提高跨文化意识对于学生的交流意愿很重要，因此也是他们语言构建身份的重要因素。