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

要旨

The treatment of culture in foreign language teaching has been the subject of vigorous pedagogical and theoretical investigation over the past two decades. Liddicoat et al. write, “The nature of language learning has become more complex, integrating new subject matter reflecting the increased importance of culture” (1997: 28). These investigations have resulted in a greater awareness of cultural stereotyping in foreign language teaching resources. The teaching of Japanese as a foreign language (JFL) has also been affected by developments in this area.1

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