30.4466, Diss: Applied Linguistics: Vasi Mocanu: ''A Mixed Methods Approach to Identity, Investment, and Language Learning in Study Abroad: The Case of Erasmus Students in Finland, Romania, and Catalonia''

[The LINGUIST List]

LINGUIST List: Vol-30-4466. Mon Nov 25 2019. ISSN: 1069 - 4875.

Subject: 30.4466, Diss: Applied Linguistics: Vasi Mocanu: ''A Mixed Methods Approach to Identity, Investment, and Language Learning in Study Abroad: The Case of Erasmus Students in Finland, Romania, and Catalonia''

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Date: Mon, 25 Nov 2019 17:13:43
From: Vasi Mocanu [vasimocanu91 at gmail.com]
Subject: A Mixed Methods Approach to Identity, Investment, and Language Learning in Study Abroad: The Case of Erasmus Students in Finland, Romania, and Catalonia

 
Institution: Universitat de Lleida 
Program: Heritage, Territory, and Culture 
Dissertation Status: Completed 
Degree Date: 2019 

Author: Vasi Mocanu

Dissertation Title: A Mixed Methods Approach to Identity, Investment, and
Language Learning in Study Abroad: The Case of Erasmus
Students in Finland, Romania, and Catalonia 

Dissertation URL:  https://www.tdx.cat/handle/10803/667829#page=1

Linguistic Field(s): Applied Linguistics


Dissertation Director(s):
Enric Llurda

Dissertation Abstract:

Existing research on the impact of sojourns abroad on identity and on the
relation between study abroad, identity, and language learning shows a variety
of, sometimes contradictory, results. While some scholars doubt that study
abroad is a long and destabilizing enough type of mobility having a direct
impact on the identities of the participants (e.g. Block, 2014), others claim
that study abroad can trigger an ‘alteration’ or modification of the self, due
to the need to live in a foreign language (e.g. Pellegrino Aveni, 2005). This
research project adopts a mixed methods longitudinal framework to approach the
issue of identity, investment, and language learning in study abroad. The
study follows a PRE-POST design with data obtained at different moments during
the academic year 2015-2016 through questionnaires and semi-structured
interviews with Erasmus students in three different contexts: Oulu (Finland)
in Northern Europe, Bucharest (Romania) in Eastern Europe, and Lleida
(Catalonia) in Southern Europe. The study examines the sense of belonging,
imagined identities, attitudes towards languages and cultural difference,
expectations and degree of investment in both personal and professional
learning among European higher education students in the three settings. The
results of the study reveal the Erasmus experience has an impact on the
participants’ identities, language attitudes and uses, as well as their
perception of employability. However, the outcomes of the stay abroad are
influenced both by the expectations and the degree of investment of the
students as well as by the contexts and the linguistic landscapes of their
stay.




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