Language Learning: French autoethnography

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[1.1] [1.2] [1.3] [1.4] [1.5] [1.6] [1.7]

1.5 Identify Learner Resources

In steps 1.3 and 1.4, we considered the kinds of available resources and related filters that might frame the learner's ZAA. The resources were generated by brainstorming the learner's context (with respect to the environment within which the learner is situated or with which the learner's learning need is associated). Related filters were identified by examining the attributes and relations between resources, between resources and the learner, and between resources and the environment/s. We have pointed out that resources and filters were sometimes interchangeable. For example, the environment can be both a resource and a filter (e.g. as a physical space, it may act as a resource, e.g. it's easier to play football in a park than it is in a kitchen; as an ambient space, it may act as a filter, e.g. of cold, heat, light, etc.).

Step 1.5, by contrast, relates to resources which are more directly learner-related, in the sense that they "come from" the learner and the learner's past experience. These resources may be cognitive, emotional, physical, psychosocial, etc. They may also reflect such things as the learner's existing level of understanding, knowledge and skills. The aim of identifying such resources is that in the same way that the preceding steps in phase one assist in modelling the learner's interactions, identification of these "internalised" learner resources facilitates the generation of a "model" of the learner, i.e. Step 1.5 helps us to better understand how learner and context fit together.

Early Iteration: of Identifying Learner Resources as at 26 April 2010-08-20

Data sources: learner's blog, diary, browser bookmarks, search history, photos, outputs from previous iterations.

1. Past experience of learning French and existing language capability: From the Blog entry on 14 March : “like many people of my generation I learnt French at school, and yet I never really learnt French at all. In subsequent years I have forgotten most of the bits and pieces I was taught and have managed to get by in France on holidays with stilted bad tourist speak and also because, of course, many French people speak good English. I have no confidence whatsoever in speaking French, so this learning experience is going to be a real challenge for me!”
1. Existing French language skills: Listening, Comprehension, Speech, Writing, Observations,
2. Existing English language skills: Listening, Comprehension, Speech, Writing, Observations,

2. Physical/Bodily factors e.g. broken tooth; sight: not being able to see mobile phone text without glasses; walking

3. Expectations

4. Age

5. Energy

6. Affective factors, Emotions and motivations:  Anxiety, enthusiasm, pleasure, confidence, relaxed, happy, frustrated, motivated, mastery approach learner (see blog post examples below)

7. Metacognitive skills: reflection, analysis, synthesis e.g. of audio cd course into learning materials; analysis of situations. General research skills.

8. Limited time for learning french

9. A job that requires a great deal of work with the english language, both spoken and written.

10. Good technology skills – ownership a range of digital technologies and access to technical support.

There is a great deal of emphasis within blog posts upon affective factors:

APRIL 22 “I feel the old anxieties returning as I wonder if I will be able to converse as I desire when I am back in Marseille.”

APRIL 18 “I am a bit worried about holding onto my fledgling ability to speak French whilst I am in England and engaged in lots of meetings, writing and reading in English.”

APRIL 16 “I mentioned in a previous tweet that I had been invited for diner with my landlady and her husband. I can now report that despite my anxiety, it was a delightful event, the food was very tasty; the wine too and it took me into a different part of Marseille: a quartier that I now intend to explore a little more. Most of all however, I enjoyed speaking French for an evening and feeling immensely pleased with my progress. For today I am going to allow myself to feel good about that without, taking notice of the caveats that follow. ...

I have come back with lots of new ideas for trips out and about around Marseille and a real enthusiasm for building on my progress. Two days ago I was full of dread about going to this diner, because I know that my landlady speaks no English and her husband only a little. By the time I was walking to their apartment, I was feeling enthusiastic as well as anxious, and in the event I was able to converse way beyond my possible expectations.”

APRIL 14 “The summary of my tweets today suggests that overall je me sens heureux, and I think that’s right.”

11 April: “Word for this post = se sentir, to feel (like) – as in: Je me sens bien et je suis persuadé que je peux apprendre à parler français à Marseille.

I had been getting a little anxious about how my language learning would progress during the Easter break without any lessons.  I was also aware that I had been speaking a lot of English with my family as we enjoyed our vacation. This was wonderful from the point of view of my no longer feeling like a complete idiot when communicating: it was so nice to be able to have a proper conversation and express oneself with confidence!”