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    A New Dimension in Corpus-Assisted Foreign Language Teaching Research
    WANG Hua
    Contemporary Foreign Languages Studies    2025, 25 (5): 143-155.   DOI: 10.3969/j.issn.1674-8921.2025.05.015
    Abstract492)   HTML4)    PDF(pc) (1322KB)(753)       Save

    Local Grammar for compound lexical items, proposed within corpus linguistics, is a theory of lexical grammar. It not only systematically describes the internal structure of such items but also methodologically unifies lexis, grammatical structure and meaning, thereby holding significant implications for foreign language teaching. However, systematic research and pedagogical applications of this theory remain scarce. This study begins by clarifying the distinctions between local grammar for compound lexical items, pattern grammar, and function-oriented local grammar. It then employs examples to illustrate how this local grammar systematically characterizes the structural features of compound lexical items and reveals their intrinsic relationship with meaning. This study further explores the approach and practical pathways for applying compound lexical items and local grammar to foreign language teaching. It focuses on the construction of compound lexical item lists and the design of hands-on teaching procedures, while also proposing preliminary teaching content and activities integrated with artificial intelligence. This study opens a new dimension in research on corpus-assisted foreign language teaching and offers valuable insights for deepening the integration of corpus linguistics into pedagogical practice.

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    International and Regional Studies with Chinese Characteristics: Discipline Construction, Practical Guidance, and Theoretical Innovation
    LUO Lin
    Contemporary Foreign Languages Studies    2025, 25 (5): 60-70.   DOI: 10.3969/j.issn.1674-8921.2025.05.007
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    International and Regional Studies with Chinese characteristics is an emerging interdisciplinary field dedicated to serving national strategies, focusing on comprehensive research into the politics, economies, and cultures of countries worldwide. Its formal designation as a first-level discipline in 2022 marks the beginning of its systematic construction. Centered on a “government-industry-university-research-application” collaborative mechanism, it fulfills four key functions: informing policy, advising businesses, enlightening the public, and cultivating talent, all aimed at constructing an autonomous knowledge system with Chinese characteristics. By integrating resources from universities and think tanks, it promotes talent development and theoretical innovation, and emphasizes mutual learning among civilizations and a balanced, pluralistic methodology, with a view to breaking through Western-centric paradigms, supporting the Belt and Road Initiative and national foreign strategies, and contributing Chinese wisdom to global governance.

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    The Issue Concerning Human-being Studies in Transknowletology for the AI Age
    DU Shihong, Patiman Muhataer
    Contemporary Foreign Languages Studies    2025, 25 (5): 48-59.   DOI: 10.3969/j.issn.1674-8921.2025.05.006
    Abstract394)   HTML7)    PDF(pc) (1309KB)(755)       Save

    Along with the rapid developement of artificial intelligence (AI), the boundary between AI and human beings has become an urgent research issue in transknowletology. Centering upon this issue, philosophical reflection and thought experiments are employed to examine knowledge translation from the perspective of human studies, aiming to reveal the fundamental distinctions between human beings and AI. Translation is not merely a process of linguistic conversion; rather, it constitutes an act of meaning negotiation and knowledge generation, grounded in subjectivity and intersubjectivity within specific contexts. Human beings possess the capacity to dynamically comprehend and produce “emergent knowledge”—that is, knowledge which arises instantaneously during translation and is highly dependent on situational and communicative factors. In contrast, AI currently lacks genuine self-awareness and the ability to be engaged in intersubjective interactions, leaving it unable to autonomously generate or fully grasp emergent knowledge. Therefore, the essential distinction between AI and human beings lies in the latter’s ability to generate emergent knowledge through subjective and intersubjective processes. This capability not only represents a core feature that differentiates human beings from AI, but also ensures the irreplaceable role of human beings in the interpretation of meaning and the creation of knowledge.

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    Generative AI Translation: Ethical Dilemmas and Governance Approaches
    CHEN Lixia
    Contemporary Foreign Languages Studies    2025, 25 (6): 134-141.   DOI: 10.3969/j.issn.1674-8921.2025.06.015
    Abstract360)   HTML9)    PDF(pc) (1300KB)(478)       Save

    Generative artificial intelligence (GAI) is reshaping the fundamental paradigm of translation. Its gains in efficiency starkly contrast with unsettled ethical practices. Drawing on Chesterman’s ethics of commitment, communication, and service, this paper identifies three persistent paradoxes in the GAI-mediated translation arena: suspended responsibility attribution, dissipation or distortion of cultural information, and the erosion of translators’ professional agency. Specifically, blurred duties give rise to dual disputes over error liability and intellectual-property attribution; mechanized communication increases the risks of contextual collapse and cultural misreading; and service instrumentalization obscures translators’ value while weakening user transparency and informed consent. To restore balance, the study proposes a governance agenda comprising: (a) robust mechanisms for delineating accountability across developers, platforms, translators, and clients; (b) cultivation of AI-enabled cultural translation competence to mitigate bias and preserve diversity; and (c) translator-centered human-AI collaboration that embeds expert oversight across the workflow. The paper argues that the sustainable evolution of GAI in translation hinges on re-balancing instrumental rationality with value rationality, thereby establishing a trustworthy ethical framework that safeguards quality, fairness, and public confidence.

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    The Impact of GenAI-Instructor Collaborative Feedback on Learner Engagement and Revision Quality: An Empirical Study Based on Literary Translation Post-Editing
    LV Qianxi, JIANG Zhaokun
    Contemporary Foreign Languages Studies    2025, 25 (5): 156-169.   DOI: 10.3969/j.issn.1674-8921.2025.05.016
    Abstract346)   HTML11)    PDF(pc) (5065KB)(1228)       Save

    The integration of GenAI into translation training is calling for the optimization of feedback mechanisms to enhance learner engagement. This study investigates the influence of feedback modality (GenAI-only feedback vs. GenAI-instructor collaborative feedback) and feedback complexity on learners’ emotional, cognitive, and behavioral engagement, as well as on the quality of subsequent revisions. Twenty-four senior undergraduate students completed a literary MTPE task incorporating typical rhetorical devices. Data were obtained from their revised outputs, questionnaire responses, and semi-structured interviews. Our findings reveal that: (1) collaborative feedback significantly enhanced three dimensions of engagement and revision quality; (2) learners favored concise and contextually relevant feedback, indicating that feedback complexity should be dynamically tailored to task characteristics and individual learner profiles; and (3) the interaction between emotional and cognitive engagement facilitated more effective revisions. Overall, collaborative feedback demonstrated superior credibility, comprehensibility, and actionability compared to GenAI-only feedback, thereby fostering learner engagement more effectively. This research offers empirical evidence for refining feedback mechanisms in MTPE instruction in the era of AI and provides practical insights for the design of intelligent, human—machine collaborative educational strategies.

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    The Origins, Evolution, and Research Paradigms of Transknowletology
    YUE Feng, LIN Jiefan
    Contemporary Foreign Languages Studies    2025, 25 (6): 184-193.   DOI: 10.3969/j.issn.1674-8921.2025.06.020
    Abstract343)   HTML4)    PDF(pc) (1311KB)(839)       Save

    Transknowletology is a new achievement of China’s localized translation theory, which approaches translation from the perspective of human knowledge, offering vast theoretical and practical spaces. By tracing the theoretical foundation, historical background, and developmental trajectory of Transknowletology, and conducting a paradigm genealogy, it is possible to reveal its role in promoting the transformation of contemporary translation paradigms and the reconstruction of discourse so as to clarify the research paradigm of Transknowletology. This theory has formed a completely new research paradigm and provides new directions for translation research and practice, reflecting the “theoretical confidence” of contemporary Chinese translation studies.

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    An Empirical Study on AI-Driven Evaluation of Student Translations Using Large Language Models
    ZHANG Jing, PENG Sirui
    Contemporary Foreign Languages Studies    2025, 25 (5): 85-96.   DOI: 10.3969/j.issn.1674-8921.2025.05.009
    Abstract322)   HTML18)    PDF(pc) (1335KB)(815)       Save

    This study investigates the application of large language models (LLMs) in translation teaching, focusing on their effectiveness and limitations in assessing student translations. Using established standards for human translation quality evaluation, a two-tier analytical framework combining quantitative and qualitative analyses was developed, incorporating human scores, LLM-generated scores, and evaluative comments. Quantitative results indicated that the LLM performed reliably in structural dimensions of Chinese-to-English tasks, but a marked decline was observed in semantic and cultural dimensions in English-to-Chinese tasks, exposing weaknesses in deep semantic understanding and cultural adaptation. Qualitative analysis further revealed issues such as templated feedback, misattribution of errors, and rejection of creative translation, thereby corroborating the quantitative findings. Based on these results, the study proposes a human-AI collaborative pathway for teaching practice, highlighting the role of LLMs as auxiliary tools for structural checking while reserving semantic and cultural evaluation for teachers. The findings provide theoretical grounding and pedagogical implications for the integration of intelligent assessment in translation education, and suggest a shift in LLMs’ role from instrumental support to cognitive collaboration.

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    Language Security and Cultural Security in the Context of Cultural Communication
    YE Huijun, ZHANG Zhaoyang
    Contemporary Foreign Languages Studies    2025, 25 (5): 196-204.   DOI: 10.3969/j.issn.1674-8921.2025.05.020
    Abstract321)   HTML4)    PDF(pc) (1286KB)(430)       Save

    Language and culture are inseparable, and language security is closely tied to cultural security. The perspective of cultural communication helps to understand the manifestations of cultural security in the context of the new era, thereby clarifying the relationship between language security and cultural security. Aiming at cultural communication and considering its effectiveness, cultural security in the new era is characterized by the appeal of cultural identity, the vitality of cultural inheritance, and the driving force of cultural innovation. Language security is an intrinsic requirement for national cultural identity, a safeguard for cultural inheritance, and a foundation for cultural innovation and development. Issues of language security not only affect cultural security but also directly influence the effectiveness of cultural communication. Examining the impact of language security on cultural security and cultural communication from the perspectives of linguistic ontological security, linguistic relational security, and linguistic strategic security can provide insights for safeguarding cultural security and promoting cultural communication.

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    Theoretical Exploration of the Generative AI-Based Adaptive Writing Feedback and Task Learning System
    ZHANG Li
    Contemporary Foreign Languages Studies    2025, 25 (5): 132-142.   DOI: 10.3969/j.issn.1674-8921.2025.05.014
    Abstract303)   HTML17)    PDF(pc) (1412KB)(1206)       Save

    The impact of generative AI on the field of education is becoming increasingly significant. However, existing research primarily focuses on technical and practical applications, often lacking a thorough analysis of theoretical foundation. To advance the theoretical development of generative AI in artificial intelligence system design, this study employs a literature review and theoretical analysis from the cross disciplinary perspectives of linguistics, cognitive psychology, and education to explore the design principles of generative AI-based writing feedback and adaptive learning system. The findings suggest that the linguistic theories, including Distributional Semantics and Construction Grammar, provide essential semantic and grammatical analysis tools, enabling AI systems to generate more precise writing feedback and task recommendations. Cognitive Load Theory, a cognitive psychology theory, informs system design by guiding information presentation and task structuring to reduce learners’ cognitive load and optimize knowledge acquisition. The educational theory of the Zone of Proximal Development offers a framework for dynamically adjusting learning tasks and feedback, thereby supporting personalized learning experiences and continuous improvement. These theoretical foundations collectively contribute to the intelligent design of the generative AI-based adaptive writing feedback and task learning system, and their interconnections significantly enhance system adaptability and efficiency. The study offers a new perspective for advancing AI-empowered education from a focus on merely technological applications to the construction of intelligent systems grounded in interdisciplinary theories.

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    How to Understand “Translation Means Humanities” in the Era of Artificial Intelligence
    LIU Junping
    Contemporary Foreign Languages Studies    2025, 25 (5): 15-26.   DOI: 10.3969/j.issn.1674-8921.2025.05.003
    Abstract281)   HTML21)    PDF(pc) (1313KB)(615)       Save

    In the era of artificial intelligence, the proposition that “translation means humanities” not only demonstrates the conflicts and dialogue between science and humanities, but also highlights the necessity of promoting the humanistic spirit. This paper explores the differences between “human-minded translation” and “machine-minded translation” from three dimensions: the translator’s subjectivity, the language ontology theory, and the translation-studies existence theory. According to the translator’s subjectivity theory, the translator’s self-awareness and self-understanding play an irreplaceable role in translation creativity. As the subject in the process of translation creation, humans have the characteristic of “reflecting on the image”. The virtual and coded process of artificial intelligence cannot fully accommodate the contextuality, interpretation, and authenticity of language meaning representations. The ontology theory emphasizes the metaphorical thinking of language and the emotional expression of “poetic wisdom”, and at the same time highlights the translator’s personal style. Different from the machine’s formalized language, the translator’s language combines aesthetic characteristics and life experiences. The flattened language of machine translation leads to the degradation of language, thus causing the “loss of the Tao”. The existence theory of translation studies focuses on the proposition of “translation shapes a person” and the translator’s ultimate pursuit of human goal. The proposition that “translation means humanities” is conducive to reconstructing translation ethics and humanistic care in the era of artificial intelligence, injecting profound humanistic spirit into digital civilization, and reflecting the exploration of the ultimate proposition that “human beings are the end”.

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    Reconstructing the Essence of Translation from the Perspective of Human Studies: Existence, Culture, and Ethical Responsibility in the AI Era
    XU Jun
    Contemporary Foreign Languages Studies    2025, 25 (5): 12-14.   DOI: 10.3969/j.issn.1674-8921.2025.05.002
    Abstract275)   HTML20)    PDF(pc) (1280KB)(851)       Save

    This paper delves into the significant theoretical and contemporary implications of Professor Yang Feng’s proposition that “translation is human studies” for re-understanding the essence of translation. It argues that this proposition serves as a crucial response to and critique of the prevailing instrumental and technocratic views of translation. The article systematically elucidates the theoretical connotations of “translation is human studies” through three interconnected dimensions: Firstly, on the ontological level, translation is posited as a fundamental mode of human existence, facilitating the communication of consciousness and the expansion of being through the creation and transformation of symbols. Secondly, on the cultural level, translation is characterized as a cross-cultural communicative act, functioning as a constructive force in cultural dissemination, exchange, and innovation. Thirdly, within the contemporary context, especially in the age of artificial intelligence, this proposition critically underscores the inherently humanistic nature of translation, the subjectivity of the translator, and its attendant ethical responsibilities. The paper concludes that “translation is human studies” is not a definitive theoretical summation but an open-ended intellectual proposition. It situates translation practice within the broader framework of human existence, culture, and production, thereby offering a new philosophical pathway and critical perspective for re-evaluating the utility of translation and addressing technological challenges.

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    Knowledge Reproduction-Centered Pedagogical Practice for Translation of TCM Classics
    YANG Yu, YANG Xingjun
    Contemporary Foreign Languages Studies    2025, 25 (6): 194-202.   DOI: 10.3969/j.issn.1674-8921.2025.06.021
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    Traditional Chinese medicine (TCM) classics serve as the core carrier of TCM culture, and their translation pedagogy faces dual challenges of language conversion and knowledge reproduction. The Shanghai Key Course “TCM Classics: A Global View” is an interdisciplinary and integrated translation course designed under the theoretical guidance of the theory of Transknowletology. By analyzing various aspects of teaching practice, including curriculum design, faculty development, pedagogical innovation, evaluation systems, and the integration of teaching and research, this paper proposes that TCM classics translation teaching should transcend traditional language instruction. Instead, it ought to center on “knowledge reproduction” and adopt a framework of “truth, goodness, and beauty” for both instructional design and assessment. Leveraging AI-enabled smart teaching, the course offers innovative practical insights for the development of TCM foreign language disciplines and the cultivation of globally competent TCM professionals with cross-linguistic knowledge-building capabilities. The educational perspective of knowledge translation is also discussed.

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    The Connotations and Construction of “Autonomy” in China’s Independent Knowledge System of Area Studies
    YU Jiang, YUAN Xin
    Contemporary Foreign Languages Studies    2025, 25 (5): 71-84.   DOI: 10.3969/j.issn.1674-8921.2025.05.008
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    The multi-dimensional connotations of “autonomy” within China’s independent knowledge system of area studies are manifested in various aspects during the process of discipline construction, including academic subjectivity, independence of research paradigms, and the indigenous nature of value orientations. In terms of knowledge production, such autonomy is reflected in the integration of localization and internationalization, independent knowledge innovation, and the dissemination of autonomous knowledge. The significance of the discipline’s development lies in its contributions to enhancing the country’s soft power, serving national strategic needs, and promoting disciplinary growth and international exchanges. Faced with challenges such as the influence of Western theories, obstacles to interdisciplinary integration, and competition for international discourse power, strategies to address these issues include strengthening academic self-confidence, promoting interdisciplinary integration, and actively participating in international academic exchanges. The fundamental components of the independent knowledge system of area studies should encompass comprehensive regional knowledge, specialized country-specific knowledge, research methodologies for area studies, and a theoretical framework for area studies. These components not only serve as the cognitive foundation for constructing and facilitating the high-quality development of China’s area studies with Chinese characteristics, style, and demeanor but also provide theoretical references and practical insights for the construction of China’s independent knowledge system.

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    Is Translation a Human-centered or Posthuman Endeavor? Revisiting Translational Subjectivity in the Age of Technological Transformation
    REN Wen, ZHAO Tianyuan
    Contemporary Foreign Languages Studies    2025, 25 (5): 27-38.   DOI: 10.3969/j.issn.1674-8921.2025.05.004
    Abstract264)   HTML16)    PDF(pc) (1316KB)(818)       Save

    This article begins with the question of whether translation should be regarded as a human-centered or a posthuman endeavor, examining how the deep involvement of technology in translation practice has reshaped translational subjectivity. It first traces the philosophical origins of the human-centered and posthuman paradigms and, drawing on insights from theories of subjectivity and intersubjectivity, the philosophy of technology, and the sociology of technology, explicates their implications for translation. From this perspective, it delineates the evolution of translational subjectivity: from the text-centered stage in the mid-to-late twentieth century, where the seeds of a human-centered paradigm began to emerge, to the translator-centered stage around the turn of the twenty-first century, where the human-centered orientation reached full expression, and further toward the human-machine collaborative mode in the era of generative AI, which signals a posthuman turn. Building on this trajectory, the article proposes an analytical framework of collaborative subjectivity, highlighting the stratified, dynamic, and fluid mechanisms through which human translators and AI systems co-construct subjectivity in the translation process. The framework aims to avoid the over-humanization inherent in the human-centered paradigm while also transcending the radical de-centering of the human in the posthuman turn, thereby revealing the complex transformation of translational subjectivity under technological waves. Theoretically, this study seeks to correct the binary narrative of human-machine opposition and to broaden the explanatory dimensions of research on translational subjectivity. Practically, it offers strategic insights for translation education, industry governance, and technological development.

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    Construction and Exploration of a Digital-Intelligent English Teaching Model in Higher Education
    GUO Cong, XIN Jing
    Contemporary Foreign Languages Studies    2025, 25 (5): 97-105.   DOI: 10.3969/j.issn.1674-8921.2025.05.010
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    Against the backdrop of deep integration of digital technology and artificial intelligence into education, this study focuses on English teaching in higher education, exploring the transformations and symbiotic development pathways brought by digital-intelligent technologies. Based on a review of relevant literature, the research context is established, highlighting that digital-intelligent technologies drive comprehensive educational transformation and have garnered significant attention and prompted changes across various domains of English teaching. Through theoretical exploration and evidence-based preliminary practices, a “Technology-Enabled Digital-Intelligent English Teaching Model for Higher Education” is constructed. This model encompasses modules such as AI-based resources, digital-intelligent teaching, virtualized contexts, embodied learning, multimodal interaction, and intelligent management, with an in-depth analysis of each module’s operational mechanism. The study finds that digital-intelligent technologies bring about spatial integration and modal reconstruction in English teaching, enabling deep interaction and scientific management across all teaching stages. Simultaneously, a symbiotic and mutually reinforcing mechanism of “demand-driven, technology-responsive, and practice-optimized” is formed, achieving a virtuous cycle centered on human-machine collaboration. The significance of this research lies in providing theoretical and practical support for the reform of English teaching in higher education, aiding in the cultivation of talent adapted to the demands of the new era through digital-intelligent technologies. It promotes the synergistic development of digital-intelligent technologies and English education, facilitates the integration and innovation of teaching resources in higher education, and enhances the quality of talent cultivation.

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    From the Local to the Global: Paradigm Shift in China’s External Communication Discourse System and the Construction of International Discourse Power
    YANG Feng
    Contemporary Foreign Languages Studies    2025, 25 (6): 1-9.   DOI: 10.3969/j.issn.1674-8921.2025.06.001
    Abstract262)   HTML15)    PDF(pc) (1298KB)(495)       Save

    China’s international communication currently faces a profound dilemma characterized by the inability to articulate its positions effectively, limited reach in dissemination, and a lack of resonance even when messages are spread. The root cause lies in the longstanding adherence to an instrumental paradigm centered on linguistic conversion, which overlooks the essence of external communication as a process of knowledge production and power construction. The key to enhancing China’s international discourse power is to facilitate a paradigm shift from mere discourse delivery to knowledge translation. Through the theoretical lens of Transknowletology, this paper constructs a four-dimensional analytical framework: de-localization, re-localization, trans-localization, and globalization, systematically elucidating how local Chinese practices can be transformed into intelligible, dialogical, and shareable global public knowledge. The paper argues that only by transcending superficial linguistic correspondence and delving into the cognitive frameworks and meaning systems behind discourses can creative knowledge translation practices break the Western-centric narrative monopoly, establish the legitimacy and influence of Chinese discourse within pluralistic knowledge communities, and ultimately achieve a fundamental shift in international discourse power from reactive response to proactive definition.

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    Reflections on the Future of Translation in the AI Era from the Perspective of “Humanism”
    LAN Hongjun
    Contemporary Foreign Languages Studies    2025, 25 (5): 39-47.   DOI: 10.3969/j.issn.1674-8921.2025.05.005
    Abstract261)   HTML31)    PDF(pc) (1295KB)(713)       Save

    The development of AI has transformed the internal and external relations of translation, challenging the subjectivity of “human” in translation and triggering anxiety and reflection on whether human translators will and should give way to AI translation. In the AI era, the essence of technical issues or translation issues is all about “human”. From the perspective of “human”, this article explores three questions: whether translation will still exist in the AI era, how translation will exist, and how humans will exist in translation. It tries to re-examine translation and understand human translators in translation and the relationship between human and translation, as well as between human and the world, in order to encourage human translators to recognize, maintain, and uphold their self-awareness, subject status and ethical responsibility.

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    Exotic Mirroring: The Knowledge-Productive Translation of Jin Ping Mei in the Anglophone World in the First Half of the 20th Century
    SHI Yun
    Contemporary Foreign Languages Studies    2025, 25 (6): 213-222.   DOI: 10.3969/j.issn.1674-8921.2025.06.023
    Abstract257)   HTML3)    PDF(pc) (1331KB)(395)       Save

    The transformation and reception of Chinese literature in the global literary field is an ongoing process. Taking the classical novel Jin Ping Mei as a representative case, this paper finds that its knowledge-generating translation has demonstrated the dynamics and complexity of translation when Chinese literature is introduced into the foreign context. By tracing the translational history and translated versions of Jin Ping Mei, this study aims to uncover how each version serves as a mirror of its time, with a particular focus on the agents driving these translations in respective historical contexts. Furthermore, it seeks to reveal the hidden mechanisms shaping the novel’s translation and knowledge production, contributing to a broader discussion on the effective pathways for the global transmission and development of Chinese literature within world literature.

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    The Interaction Between Locality and Globality from the Perspective of Transknowletology
    CUI Lingxiao
    Contemporary Foreign Languages Studies    2025, 25 (5): 115-122.   DOI: 10.3969/j.issn.1674-8921.2025.05.012
    Abstract255)   HTML7)    PDF(pc) (1281KB)(642)       Save

    As an emerging paradigm in translation studies, Transknowletology reconceptualizes translation as a cross-linguistic process of knowledge transformation and reconstruction. From this theoretical perspective, the paper explores the dialectical interaction between two core concepts—the locality of knowledge and the globality of translation. It first traces the development of local knowledge theory and its relevance to translation, then clarifies the intrinsic drivers and mechanisms of translation’s globality within the context of knowledge globalization.It further argues that these two dimensions are not in binary opposition, but rather form a dynamic relationship characterized by interdependence, mutual transformation and mutual adaptation, mediated by mechanisms such as selective appropriation, creative reconstruction, and discursive competition.

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    Knowledge, Communication, and Translation — Knowledge Translation Studies at the Intersection
    PAN Yanyan
    Contemporary Foreign Languages Studies    2025, 25 (5): 106-114.   DOI: 10.3969/j.issn.1674-8921.2025.05.011
    Abstract249)   HTML5)    PDF(pc) (1298KB)(641)       Save

    Knowledge transfer relies on the accuracy and effectiveness of translation. The process of translation is also a process of knowledge construction, where translators convert the knowledge structure from the source language into the target language, facilitating cross-language knowledge transfer. Translation involves knowledge representation in different language systems and cultural contexts, making it a significant field for studying knowledge production and representation. Despite the popularity of knowledge translation studies among scholars, criticism arises due to its lack of systematic definition of knowledge. This research starts from defining and categorizing knowledge, elucidating the relationship between knowledge, communication, and translation, thereby clarifying the main content of knowledge translation studies. It explores the future direction of knowledge translation studies, contributing towards establishing a more effective international communication system for China, and assisting China in achieving international discourse power commensurate with its comprehensive national strength and international status.

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