This is the fourth and final part of an autoethnography about how I tried to enrich my vocabulary and improve my listening skills through French language songs. I made a learning plan and followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-directed English course at a university in Japan, over a period of six weeks. Throughout the project and in the course of writing it up, I made comparisons and identified connections between my learning and that of my students. In this installment, I first compare the difficulty levels of the vocabulary in the three songs I studied by finding the lexical frequency profile of each. Next, in revisiting my trouble with understanding spoken French while in France, I discuss how cultural awareness, in addition to linguistic knowledge, is necessary for intercultural communication. After that, I briefly explore empathy as a factor in advising students, and particularly how learning in the same way as them (as in this project) can assist a teacher/advisor in better understanding and helping their students/advisees. Finally, I discuss the writing process as a method of inquiry. I feel that writing this autoethnography has transformed me into a better learner, teacher/advisor, writer, and researcher, and in this way, I hope to help others benefit from this method too.

中文翻译：

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“以这种方式学习就像拼图一样”：将我作为法语自主学习者的自我民族志得出结论

这是自我民族志的第四部分，也是最后一部分，讲述了我如何尝试通过法语歌曲丰富我的词汇量并提高我的听力技巧。我制定了一个学习计划，并遵循与我的学生在日本一所大学的自学英语课程中相同的学习使用审查评估 (SURE) 学习周期，为期六周。在整个项目和写作过程中，我进行了比较，并确定了我的学习与学生的学习之间的联系。在本期中，我首先通过查找每首歌曲的词汇频率分布来比较我研究的三首歌曲中词汇的难度级别。接下来，在重温我在法国时理解法语口语方面的麻烦时，我讨论了文化意识以及语言知识如何对于跨文化交流是必要的。之后，我简要探讨了同理心作为为学生提供建议的一个因素，特别是如何以与他们相同的方式学习（如在本项目中）可以帮助教师/顾问更好地理解和帮助他们的学生/被建议者。最后，我将写作过程作为一种探究方法进行讨论。我觉得写这本自体民族志已经把我变成了一个更好的学习者、老师/顾问、作家和研究人员，我希望通过这种方式也能帮助其他人从这种方法中受益。