Second Language Acquisition (SLA) has been the focus of many linguists who have studied the process through varied perspectives, (e.g. Ellis, 1997; Lantolf, 2000; Gardner, 1968, to quote but a few) so that they may be able to interpret the way learners gather information regarding a second language process. However, such foci have been limited to cognitive processes and other factors (e.g. cultural, socio-cognitive) rather than placed on the learners' experiences themselves. In view of this, this paper investigates learners' experiences through the analysis of a group of self narratives recorded by the AMFALE (Aprendendo com memórias de falantes e de aprendizes de língua estrangeira)² project, while, at the same time, analyzes such autobiographies in the light of Leppänen and Kalaja's (2002) work on autobiographies as learners' identities constructions, based on Vladimir Propp's book Morphology of the Folktale (2000). The study is divided in two parts: the first one briefly reviews the process of identity construction and the importance of autobiographies as a means of expression of the self. Besides, it also focuses on the criteria set forth by Leppänen and Kalaja (2002) for the analysis of autobiographies, based on Vladimir Propp's book Morphology of the folktale (2000). The second part focuses on the analyses of AMFALE autobiographies as stated above.
second language acquisition; narratives; identity; fairy tales; self