References of "Goto, Kanako"
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See detail"Ihatovo", sa déception et ses espoirs. Réception d'une pensée utopique de Kenji Miyazawa (1896-1933)
Goto, Kanako ULiege

in Philosophie de la religion et spiritualité japonaise (in press)

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See detailUne parenté inattendue. Raymond Queneau et les recalés de l'écriture
Goto, Kanako ULiege

in Parentés. Raymond Queneau et l'esprit de famille (in press)

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See detailTraduire le japonais : variations autour du 14 février
Goto, Kanako ULiege; Hirano, Keiichiro; Atlan, Corinne

Conference given outside the academic context (2019)

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See detailD'un choc culturel à une conscience linguistique. Un cas d'apprentissage du japonais par le public francophone
Goto, Kanako ULiege

in Berdal-Masuy, Françoise (Ed.) Emotissage. Les émotions dans l'apprentissage des langues (2018)

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See detailEmotion-Emission & Connexion in Japanese Language Teaching/Learning in the 21th Century
Goto, Kanako ULiege

Conference (2018, August 03)

For which reasons do European people wish to start learning Japanese? In a Japanese classroom at a European university, students’ relations with Japan and its culture are quite various. Students are from ... [more ▼]

For which reasons do European people wish to start learning Japanese? In a Japanese classroom at a European university, students’ relations with Japan and its culture are quite various. Students are from “Manga generation” or they are “fans of Kurosawa movies”, traditional arts, martial arts, and so on. This variety in their interests shows, however, a common feature – a desire “to be connected with Japan”, its culture, its people, its natural and social phenomena. They want to communicate with Japan, to read and listen to Japanese people’s voices and they also want to be read, listened to and to be understood by Japanese people. As a Japanese Language teacher, I have a feeling to be guided by “students’ aim to learn”, rather than by my mission “to teach to them”. The aim of this presentation is to share a teacher’s experience of his/her personal evolution that we can consider as a process of teaching and learning. A teacher does not only teach, but also learns from his/her students. Just after 3.11 Tohoku Earthquake in 2011, my students were deeply shocked and sad. The emotions shared in classroom gave me a real discovery and surprise. The students were indeed touched by this tragedy and wanted to help Japan. But how? After several hours of discussion in classrooms and in SNS, more than 60 Belgian students of Liège University decided to lead a letter writing project, in which each one could participate using their own Japanese Language skills. Using hiragana and katakana just mastered during the class, putting their names or pictures, manga-like croquis. 3 big-sized handwritten letters were sent to an elementary school in Fukushima in June 2011. This “Belgian sympathy” to their Japanese friends made a “happy return”, that is, more than 100 handwritten “Arigato” responses arrived from Fukushima children several months after. Throughout this Letter project, these students have experienced a real sensation of communication, in connecting with someone and being in an emotional commitment – that would provide them with self-esteem as a learner of Japanese Language. I would like to mention another example of communication experience using Japanese Language, not a “handwritten” but a “cyber” one (2017). This is “Wikipedia-article writing project” meant to describe a Belgian city – Louvain-la-Neuve –, in which B1-level students participated, with a hope to help Japanese students wishing to come studying in Belgium in the future. [less ▲]

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See detailYoko OGAWA, Instantanés d'Ambre
Goto, Kanako ULiege

Diverse speeche and writing (2018)

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See detailRencontre avec Yoko OGAWA
Ogawa, Yoko; Goto, Kanako ULiege

Speech/Talk (2018)

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See detailExpérience Tawada, Expérience inédite
Goto, Kanako ULiege; Thele, Andreas ULiege

Book published by Editeur responsable: Kanako Goto (2018)

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See detailEast and West. Identity, Tradition and Modernity : Case of Japan (2)
Goto, Kanako ULiege

Scientific conference (2018)

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See detailEmpereurs retraités au Japon du XIIe siècle. Leurs enjeux et ambitions
Goto, Kanako ULiege

Scientific conference (2018)

Detailed reference viewed: 26 (2 ULiège)
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See detailCuriosity, concentration and motivation. Emotion-cognition process of the first 10 minutes of the Japanese Language course
Goto, Kanako ULiege

Conference (2017, November 10)

What could be the best way to increase students’ curiosity, concentration and to solidify their motivation for Japanese learning as a foreign language? During my modest experience of Japanese Language ... [more ▼]

What could be the best way to increase students’ curiosity, concentration and to solidify their motivation for Japanese learning as a foreign language? During my modest experience of Japanese Language teaching for Belgian French-native students, I observed a quite interesting fact. It seems that when a student, at the beginning (or during) the course, feels some strong, deep emotions, linked to the matters presented by the teacher, he/she will memorize more deeply the contents of the course, and will remember them long time after his/her learning period. This presentation aims to show several examples of these “emotion-cognition process”, which seems to be decisive for building a solid learning environment, in particular during the first 10 minutes of each course. [less ▲]

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See detailMIYAZAWA Kenji's Utopian concept : Society, Spirituality and Languages
Goto, Kanako ULiege

Scientific conference (2017, November 08)

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See detailExpérience Tawada, Expérience inédite
Goto, Kanako ULiege

Article for general public (2017)

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See detailD'un choc culturel à une conscience linguistique. Un cas d'apprentissage du japonais par le public francophone
Goto, Kanako ULiege

Conference (2017, July 06)

Comme J. Arnold et différents spécialistes l’attestent, le facteur émotionnel favorise l’environnement de l’apprentissage. L’on apprend plus vite, plus intensément et plus profondément. Alors, lorsqu’ un ... [more ▼]

Comme J. Arnold et différents spécialistes l’attestent, le facteur émotionnel favorise l’environnement de l’apprentissage. L’on apprend plus vite, plus intensément et plus profondément. Alors, lorsqu’ un apprenant francophone – qui vit avec une conception du monde occidentale (notamment à la française) - rencontre une langue « lointaine », celle de l’autre civilisation, à savoir une langue qui réfléchit à la verticale, qui ne précise pas le sujet, qui est à la fois laconique et équivoque…bref, celle qui se trouve à l’opposé de l’horizon cartésien, quel genre d’alchimie se produirait ? Et quel est le rôle de l’enseignant dans tout cela ? Dans cet exposé, des réflexions issues de l’expérience de l’enseignement du japonais pour le public francophone de ces 5 dernières années seront passées en revue. La rencontre entre ces deux langues, très différentes, ne pourra point se faire sans provoquer de « choc » culturel. Et ce choc même, semble-t-il, constituerait l’élément décisif qui favorise l’environnement de l’apprentissage du japonais, la langue souvent qualifiée d’être très éloignée du français par son côté ambigu, obscur et qui cherche l’harmonie plutôt que la distinction. Parmi les différents facteurs qui influenceront l’impact émotionnel dans l’apprentissage du japonais par les Francophones, le choix adéquat de matières (corpora) sera particulièrement mis en avant. Quelques corpora propres à la langue japonaise (ex : onomatopées, façons de dire « non » à la japonaise, dictons) semblent être pertinents afin d’éveiller la curiosité de l’apprenant. Et ce déclic générerait l’intérêt chez ce dernier, ce qui l’incite à travailler consciencieusement cette nouvelle langue. Notre exposé aspire également à suggérer que cette prise de conscience linguistique – acquise grâce à l’apprentissage d’une langue étrangère – amènerait l’apprenant à réfléchir sur des caractéristiques de sa langue maternelle et de son fonctionnement, ancrés dans une culture et une société définies. [less ▲]

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See detail"Histoire de Knut", Tawada Yoko
Goto, Kanako ULiege

Article for general public (2017)

Detailed reference viewed: 46 (5 ULiège)
See detailForbidden directions in Japan
Goto, Kanako ULiege

Learning material (2016)

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See detailNature in Japanese Daily Life
Goto, Kanako ULiege

Learning material (2016)

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See detailIdéologie, traduction et compassion en japonais
Goto, Kanako ULiege

in Guillaume, Astrid (Ed.) Idéologie et traductologie (2016)

Detailed reference viewed: 33 (4 ULiège)
See detailEast and West. Identity, Tradition and Modernity : Case of Japan
Goto, Kanako ULiege

Scientific conference (2015, November)

Detailed reference viewed: 16 (4 ULiège)