A study on the asymmetric relationship between value guidance and Japanese language acquisition
价值引领与日语语言习得的非对称性关系研究

摘要

课程思政在高校外语教学中逐步铺开之后，价值引领与语言习得之间到底是何种关系，成为不可回避的问题。已有讨论多半从应然出发，对二者实际互动形态的考察并不多。本文以“非对称性关系”为分析概念，从时间、效果和主体三个维度界定价值引领与日语语言习得之间的错位与张力，并借用社会文化理论、二语动机自我系统和语言意识形态理论，搭起了一个“认知—动机—文化”的三层解释框架。方法论为混合方式，以问卷加语言测试为主、半结构化访谈为辅，考察价值引领感知与日语能力发展之间的关联模式及中介路径。初步分析表明，二者之间并非简单的促进关系，更可能呈现“短期干扰—长期增益”的时间模式，以及接受性与产出性技能之间落差明显的分化走向。将“非对称性”这个视角引进来，将课程思政研究从要不要做的讨论，向做了之后效果到底怎么样的方向推进一步。

Abstract

With the gradual implementation of curriculum ideology and politics in foreign language teaching at the higher education level, the question of what kind of relationship actually exists between value guidance and language acquisition has become unavoidable. Most existing discussions have proceeded from a prescriptive perspective, while empirical examinations of their actual interaction patterns remain scarce. This paper adopts “asymmetric relationship” as its analytical concept, defining the misalignment and tension between value guidance and Japanese language acquisition along three dimensions—temporal, effectual, and subjective. Drawing on sociocultural theory, the L2 Motivational Self System, and language ideology theory, it constructs a three-tiered explanatory framework encompassing cognition, motivation, and culture. Methodologically, the study employs a mixed-methods design, primarily using questionnaires and language proficiency tests, supplemented by semi structured interviews, to examine the patterns of association and mediating pathways between perceptions of value guidance and Japanese proficiency development. Preliminary findings indicate that the relationship is not one of simple facilitation; rather, it more likely exhibits a temporal pattern of “short term interference and long term gains,” along with a clear divergence between receptive and productive skills. By introducing the perspective of “asymmetry,” this study moves the research on curriculum ideology and politics beyond the question of “whether to implement” toward an inquiry into “what effects it actually produces.”