Traditionally, university students have gone abroad to study or learn the language of the host country. With the advent of ERASMUS in 1987 and the subsequent flows of students of areas other than language to and from all EU countries, the reasons among European university students for going on exchange have become much less clear. This paper draws on a three-year study of incoming exchange students in Scandinavia. The subjects were some 240 students who were not students of language or philology, and who were not native speakers of English. Each subject participated in three semi-structured individual interviews: one shortly after arrival; another after 5-6 weeks; and the third after 9-10 weeks. After each interview, the subject completed an oral picture description test. In addition to general findings on the students' motivation for study abroad and their language goals during the stay abroad, this paper presents case studies illustrating student language goals and language outcomes . Some students expressed a lingua-franca orientation (and an affective or integrative set of motives for their choice of Scandinavia), while others expressed an instrumental one (and a view of Scandinavia as a second-best choice for language improvement).
udvekslingsstuderende; Skandinavien; sproglige mål; målsætninger; motiver; sproglige resultater; integrativ orientering; instrumentel orientering; endonormativ tilpasning; eksonormativ tilpasning; engelsk som lingua franca; engelsk; exchange students; Scandinavia; language goals; aims; motivation; language outcomes; integrative orientation; instrumental orientation; endonormative adaptation; exonormative adaptation; ELF; English
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The 2nd International Conference of English as a Lingua Franca, 2009