Hegemonic gender in Japanese as a foreign language education: Australian perspectives

This chapter contests the current practice of Japanese language teaching which perpetuates and reproduces gender stereotyping and gendered language norms. It is the first of its kind which examines this question from both learner's and teacher's perspectives.

Unagi-sentences in Japanese and mutual knowledge

This paper examines the so-called ’Unagi-sentence‘ in Japanese. So far, it has been taken for granted that the Unagi-sentence is incomplete syntactically and/or semantically. Because its structure apparently neither provides a fully-fledged semantic meaning, nor furnishes a plausible syntactic pattern (such as ‘subject-predicate‘), a number of previous works have considered the Unagi-sentence to be elliptic, and consequently reconstructed it as a complete sentence or established intermediate structures to account for its grammatical form. Other researchers have not used elliptic solutions, but sought to discover logical connections between the parts of the Unagi-sentence themselves. As a result, fixing their entire attention on the internal structure of the Unagi-sentence, these researchers inevitably needed to establish hypothetical constructs in order to explain the structure of the Unagi-sentence. The present author believes that the Unagi-sentence is neither incomplete nor a result of some hypothetical processes. The Unagi-sentence stands on its own as a complete utterance. It is basically an NP utterance which can be expanded to the form NP1 wa + NP2 da and its variations. The occurrence of the Unagi-sentence depends heavily on a presupposed context and its pragmatic features, without which the Unagi-sentence cannot exist. It is these features that the present article seeks to elucidate.

Social cognition, language acquisition and the development of the theory of mind

Theory of Mind (ToM) is the cognitive achievement that enables us to report our propositional attitudes, to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior. Most normally developing children acquire ToM between the ages of 3 and 5 years, but serious delays beyond this chronological and mental age have been observed in children with autism, as well is in those with severe sensory impairments. We examine data from Studies of ToM in normally developing children and those with deafness, blindness, autism and Williams syndrome, as well as data from lower primates, in a search for answers to key theoretical questions concerning the origins, nature and representation of knowledge about the mind. In answer to these, we offer a framework according to which ToM is jointly dependent upon language and social experience, and is produced by a conjunction of language acquisition with children's growing social understanding, acquired through conversation and interaction with others. We argue that adequate language and adequate social skills are jointly causally sufficient, and individually causally necessary, for producing ToM. Thus our account supports a social developmental theory of the genesis of human cognition, inspired by the work of Sellars and Vygotsky.