This is the second part of an autoethnography about trying to enrich my vocabulary and improve my listening skills as a self-directed learner through French language songs. I followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-access English class, and my work occurred at the same time as theirs, over a period of six weeks. Throughout the project and in the course of writing it up, I was making comparisons and identifying connections between my learning and that of my students. This installment covers the second and third weeks of the project, and part of the fourth. First, it discusses vocabulary, describes how I adjusted a strategy, ways I enlisted help from native French speakers, and a problem that arose with using new words (the second step of SURE). Next, it details how I reviewed grammar through Duolingo, a language learning app, and the unexpected benefits I derived from using this app. Finally, this paper examines fluctuations in motivation and affect, which many learners experience at some point, and this initially led to anxiety and self-doubts about my purpose in conducting this project. Stepping into the learner’s experience was valuable, however, in helping me to rediscover intrinsic motivation and regain my self-confidence as I headed into the final weeks of the project.

中文翻译：

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“事物会因为总是存在而查找”：我的民族志作为法语的自学成才的延续

这是民族志的第二部分，内容涉及尝试通过法语歌曲丰富我的词汇量并提高作为自主学习者的听力技能。我遵循与自学英语班学生相同的学习使用评估评估（SURE）学习周期，并且我的工作与他们的学习同时进行，为期六周。在整个项目过程中以及编写过程中，我一直在进行比较并确定我的学习与学生之间的联系。本期涵盖项目的第二和第三周，以及第四部分的一部分。首先，它讨论了词汇，描述了我如何调整策略，我从法语国家那里寻求帮助的方式以及使用新单词引起的问题（SURE的第二步）。下一个，它详细说明了我如何通过语言学习应用程序Duolingo审查语法，以及使用该应用程序带来的意外好处。最后，本文研究了许多学习者在某个时候经历过的动机和影响的波动，这最初导致了对我进行此项目的目的的焦虑和自我怀疑。但是，进入学习者的经验很有价值，可以帮助我重新发现内在动力，并在进入项目的最后几周时重新获得自信。