This is the third 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-directed English class at a university in Japan, 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 have been making comparisons and identifying connections between my learning and that of my students. This installment covers the final three weeks of the project. First, in continuing my language learning history, I discuss authentic language and the discrepancies between my classroom language learning and real-life experiences, especially with regard to understanding spoken language while in France. Next, the paper details how I evaluated my learning both during the project and months after it finished. After that, I describe my longtime interest in accents and dialects and how I chose my third song partly to study Nouchi, a French-based dialect spoken in Ivory Coast. The paper concludes with a description of how I felt my goals shifting at different points in the project and reasons I considered changing my focus from listening to reading. I also describe a way I have been able to continue practicing reading French on a daily basis and how students can benefit from this method too.

中文翻译：

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“相信过程”：我作为法语自主学习者的自我民族志的第三部分

这是自我民族志的第三部分，旨在通过法语歌曲丰富我的词汇量并提高我作为自主学习者的听力技能。在日本一所大学的自学英语课程中，我遵循与我的学生相同的学习使用审查评估 (SURE) 学习周期，并且我的工作与他们的工作同时进行，为期六周。在整个项目和撰写过程中，我一直在比较并确定我的学习与学生的学习之间的联系。本期涵盖了项目的最后三周。首先，在继续我的语言学习历史时，我讨论了真实的语言以及我的课堂语言学习与现实生活体验之间的差异，特别是在法国理解口语方面。接下来，本文详细介绍了我在项目期间和完成后的几个月内如何评估我的学习。在那之后，我描述了我对口音和方言的长期兴趣，以及我如何选择我的第三首歌，部分原因是为了学习 Nouchi，一种在科特迪瓦讲的以法语为基础的方言。论文最后描述了我在项目的不同阶段对我的目标转变的感觉，以及我考虑将注意力从聆听转向阅读的原因。我还描述了一种我能够继续每天练习阅读法语的方法，以及学生如何也可以从这种方法中受益。科特迪瓦使用的一种法语方言。论文最后描述了我在项目的不同阶段对我的目标转变的感觉，以及我考虑将注意力从聆听转向阅读的原因。我还描述了一种我能够继续每天练习阅读法语的方法，以及学生如何也可以从这种方法中受益。科特迪瓦使用的一种法语方言。论文最后描述了我在项目的不同阶段对我的目标转变的感觉，以及我考虑将注意力从聆听转向阅读的原因。我还描述了一种我能够继续每天练习阅读法语的方法，以及学生如何也可以从这种方法中受益。