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.

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.

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.

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.

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.

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.

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.

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.

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.

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”.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Within the theoretical framework of the Transknowletology, this study proposes and systematically constructs a theoretical model for Genealogical Terminology Translation. The Transknowletology conceptualizes translation as a cross-linguistic act of knowledge processing, reconstruction, and re-dissemination, thereby providing a novel epistemological foundation for terminology translation research. Terminology Translation Genealogy seeks to transcend the static equivalence model prevalent in traditional terminology translation studies. By tracing the multiple trajectories, variant forms and underlying power, cultural and knowledge dynamics of core terms during their translingual journeys, it reveals the constitutive role of terminology translation in the generation and evolution of knowledge. After elaborating on the definition and necessity of Terminology Translation Genealogy, and distinguishing its connections and differences from traditional terminology translation studies and conceptual translation history, this study ultimately establishes its core position and value within the theoretical system of knowledge translation.

In the context of globalization, cultural mobility not only generates the demand for cross-cultural cognition but also provokes profound anxiety regarding cultural subjectivity. As a frontier field of cultural dialogue, foreign language education has transcended its role as a mere tool for communication, and its mission now focuses on the complex construction of cultural identity. The binary oppositional thinking in traditional foreign language education can barely address the complexity of contemporary cultural politics. Therefore, it is essential to achieve the dialectical unity of cross-cultural cognition and national identity through approaches including the reconstruction of curriculum philosophy, the innovation of teaching methodologies, and the transformation of evaluation systems. Based on this, this paper, from the perspective of intercultural philosophy, systematically deconstructs the theoretical divergences and practical intersections between cross-cultural cognitive schemas and national identity structures. It proposes “critical intercultural literacy” as an integrated theoretical framework, aiming to reconstruct the value coordinates of foreign language education and provide theoretical support for cultivating new-type talents with both global competence and cultural subjectivity. This reconstruction is not only relevant to the disciplinary positioning of foreign language education but also holds far-reaching significance for cultural dialogue and the mutual learning of civilizations in the era of globalization.

As an integral part of national strategy, foreign language education policy constitutes a major research domain of foreign language education studies. Taking 456 journal articles indexed in the CNKI database from 1993 to 2023 as samples, this study employs bibliometric methods and CiteSpace software to conduct visualized analysis of the present situation, thematic context and frontier tendency in China’s foreign language education policy research. The findings show that: (a) relevant studies have been increasing with fluctuation, published in a relatively concentrated group of journals and chiefly authored by scholars in the foreign language circles, whose collaboration across institutions and disciplines, however, is insufficient and core research teams have not yet been formed; (b) research themes are diverse, falling into the categories of domestic research, international comparative research and theoretical construction; (c) research frontiers evolve dynamically and reflect a national demand orientation. Researchers in the future should further enhance national consciousness, and based on national strategic needs, push for the diversity of research dimensions, improvement of research methodology, expansion of research scope, and turn of theoretical perspectives.

The fact that textbook development is a matter of national sovereignty means that textbooks must embody national consciousness; however, there is currently little practical research on how to integrate this consciousness into the textbook compilation process. Taking college English textbooks as samples and drawing on a theoretical framework for embedding national consciousness in foreign-language textbooks, the paper dissects the pathways and characteristics of such integration. This study finds that national consciousness runs through the entire process of college English textbook development: the compilation philosophy is organically combined with curriculum-based ideological and political education; the content builds a tripartite discourse system of “cognition, emotion, behavior”; the tasks adopt a step-by-step design of “situation creation, practical application, value guidance”; and national consciousness elements are presented in a multimodal way, featuring symbolism, dialogism, orientation and interaction. These findings can serve as a methodological reference for future development of foreign-language textbooks.

Body criticism in the framework of Critical Discourse Analysis (CDA) theory is a discourse criticism paradigm rooted in culture and society. It is language criticism, cultural criticism and social criticism. This critical paradigm is not only influenced by ideology, but also closely related to society and power. With the continuous innovation of human scientific paradigms, various anxieties arise in the integration of the body with machinery and technology. Originating from the theory of cybernetics, the cyborg not only liberates the body, but also becomes a tool of political desire to manipulate the body, with a strong ideological inclination. In the meta-verse, the exploration of body signs is of socio-archaeological significance. The real self and the virtual body communicate and spread meaning in fictional imagery and discourse spaces. In the Artificial Intelligence (AI) language models, the body and the mind are homogeneous rather than dichotomous. In the digital age, the body is a battleground of cultural power, and as a linguistic sign, the body suffers from the reshaping of hegemonic discourse and unequal treatment. The technology should have been liberated power of human beings, but it is now constantly being reduced to a shackle that binds the body. The value issues of technology, humanity, ethics and so on need to be pondered deeply.

2025年10月17日至19日,中外语言文化比较学会知识翻译学专业委员会年会暨第三届知识翻译学学术研讨会在上海交通大学召开。会议围绕知识翻译学基本原理、学科知识翻译史、知识翻译跨学科研究路径等展开深入研讨,集中呈现了知识翻译学理论构建与应用探索的最新成果。与会专家学者从哲学、历史、传播、技术等多维度阐释了翻译在知识生成、话语建构和价值创造中的核心功能,揭橥了其在人类文明交流互鉴和本土知识体系构建中的关键作用,展现出知识翻译学在服务国家文化战略、推动学术话语创新与全球认知正义方面的潜力与活力。本次会议既总结了知识翻译学提出四年来的既有成果,也为未来发展擘画了蓝图,标志着其即将进入系统化、学派化、国际化发展的新阶段。

From the perspective of cognitive linguistics, personification is a rhetorical device grounded in the conceptual metaphor that attributes human qualities to non-human entities. To systematically elucidate its construction, this study introduces fractal theory and the concept of “feature-based metaphor”. Its cognitive mechanism involves extracting specific features from the fractal manifestations of the vehicle “human” and mapping them onto the tenor. By integrating frame semantics and individual behavior theory, this study deconstructs the concept of “human” into six fractal dimensions - physiology, behavior, cognition, emotion, personality, and situation - yielding six models of personification metaphors. Cross-cultural personification metaphors of “wind” in Chinese and Russian literary works serve to validate the models’ applicability. This research clarifies the cross-domain integration of personification metaphors, advances the application of fractal theory in cognitive linguistics, and offers new insights for cross-cultural metaphor comprehension in foreign language teaching.

Following over half a century of expansion, the English major in American universities has exhibited increasing signs of “decline” since the 1970s, precipitated primarily by plummeting student enrollment. This contraction catalyzed a transformative phase of disciplinary diversification, marked by the proliferation of specialized academic tracks and fundamental reconceptualization of the field’s epistemological boundaries. By examining the trajectory of the English major, this study interrogates the endogenous and exogenous factors driving its perceived decline. Built on this analysis, the paper makes recommendations for revitalizing China’s English programs: fostering curricular pluralism through interdisciplinary hybridization, architecting epistemically sovereign pedagogical paradigms, and nurturing discipline-specific institutional ethos.

During the late Qing Dynasty and the early Republic of China, the Commercial Press launched large-scale and systematic translation and introduction activities of foreign novels through publishing projects, for example, the Shuobu Series (A Series of Fictional Works). With Lin Shu’s translated novels as the core, it extensively introduced literary works from countries including Britain, France, the United States and Russia, covering various genres such as romance, detective stories, adventure tales and social criticism. The Commercial Press not only achieved a win-win situation in terms of economic benefits and brand influence by virtue of its mature editing and distribution system, but also exerted a profound impact on enlightening the public and spreading modern Western ideas through these translated works. Its publishing practice not only responded to the era’s cultural demand for “opening eyes to see the world”, but also laid a solid foundation for the development of modern Chinese translation literature history and the rise of the New Culture Movement. Thus, it has become a classic case that embodies both publishing commercial value and significance for social transformation.

The profound advancement of artificial intelligence necessitates a redefinition of translation education. Against this backdrop of technological empowerment, how to solidify Human Intelligence (HI) has emerged as a central issue. Grounded in generative learning theory, this study constructs a theoretical framework for the development of human intelligence within translation education. It proposes systematically enhancing learners’ irreplaceability in key dimensions, such as cultural interpretation, creative translation, and ethical judgment, through three core mechanisms: cognitive activation, cultural schema generation, and metacognitive monitoring. Based on the educational philosophy of “human-led, machine-assisted”, this study recommends establishing a HI development assessment system and optimizing curriculum design for human-machine collaboration to promote a paradigm shift in translation education for the age of artificial intelligence. This study offers theoretical references and practical pathways for reshaping the translation education system with HI at its core.

The habitus of a translator manifests his or her cultural identity and pursuit of honor through lexical choices, ideological positioning, and translation strategies. Adhering to the principles of “faithfulness, expressiveness, and elegance” and guided by a linguistic philosophy that prioritizes “plainness as the norm and refinement for adaptation”, Yu Guangzhong strikes a balance between fidelity and creativity in translation, endowing his translations with distinct literary value. His frequent use of four-character phrases and idioms showcases the aesthetic richness of the Chinese language, reflecting a profound deep commitment to Chinese culture. Furthermore, through translation criticism and education, Yu advocates for “benign Westernization” to preserve the vitality of the Chinese language, emphasizing the cultural function of translation. His translational practice not only conveys textual meaning but also engages in cultural construction through an embodied stance, seeking to achieve cultural honor.

This paper examines three pairs of relationships that need to be properly addressed in the ideological and political construction of the course “Western Literary Theory”. The first aspect clarifies the relationship between Marxist literary theory and Western literary theory, mainly exploring their similarities and differences to achieve cognitive consistency. The second aspect analyzes the relationship between learning Marxist literary theory and learning Western literary theory to settle the question of stance. The third aspect investigates the relationship between the study and application of Marxist literary theory, identifying ways in which Marxist literary theory can be employed to guide literary criticism to solve practical issues.

Frequent retranslations of Shakespeare in China have contributed to different discourses on translation and they are important components of the system of Chinese discourse on translation, however, less attention has been paid to the relationship between different translation discourses. Based on translation archives, this article analyzes the succession of Xu Yuanchong’s discourse on translation to that of Zhu Shenghao. First, connotations of “Spiritual Pursuit” by Zhu Shenghao and “Creative Translation” by Xu Yuanchong are summarized through translator’s prefaces or comments with the succession relationship explored; then the relationship is further investigated on the practice level using Zhu’s and Xu’s translation manuscripts of Hamlet with explanations sought via translator’s biography, correspondences and so on. It is discovered that the succession of “Creative Translation” to “Spiritual Pursuit” is reflected from the emphasis on the literacy and artistry of the translation, while the relationship is shown by the readability and performability based on revisions on their translation manuscripts.

Constructional morphology emphasizes “form-meaning pairings”, a characteristic that highly aligns with the research needs of loanwords. Construction grammar offers a new perspective for the study of loanwords, enabling an in-depth analysis of their constructional features, formation mechanisms, and localization processes in Chinese through the pairing relationship between form and meaning. This paper, taking construction grammar as the framework, discusses the word-formation mechanisms of Chinese loanwords from several aspects, including constructional wholes, constructional schemas, constructional coercion, and constructional pragmatics, providing a new perspective for loanword research. This research indicates that Construction Grammar provides a universal analytical framework that can uniformly explain the Sinicization mechanisms of different types of loanwords, including transliteration, free translation, semi-transliteration and semi-free translation, and loan shapes.

In the digital and intelligent era, large language models have opened up new paths for the multimodal dissemination of fine traditional Chinese culture in colleges and universities. Taking Yin-Shang culture as an example, in teaching, large language models can integrate multiple senses and present Yin-Shang culture to students in multimodal forms such as text, images, audio, and video. This expands its dissemination scope, stimulates strong emotional resonance among the audience, and deepens their understanding of the connotations of Yin-Shang culture. However, the multimodal dissemination model faces a series of challenges in classroom teaching, including the adaptability of technology application, the accuracy of content creation, the coordination of dissemination channels, and the understanding differences in cross-cultural dissemination. Based on this, this paper proposes classroom teaching practice paths such as integrating high-quality resources, innovating dissemination strategies, empowering with diverse technologies, and building a sound cross-cultural dissemination system, so as to comprehensively improve the dissemination efficiency of Yin-Shang culture and inject strong impetus into the inheritance and development of fine traditional Chinese culture.

Since the United States rose to global economic power in 1894, American writers gradually recognized the need to break away from long-standing dependence on European cultural traditions and to develop a literature grounded in local experience. In American writing of the late 19th and early 20th centuries, national consciousness appears in three major forms: shaping a national spirit, representing regional culture, and establishing American English as a linguistic standard. As a key vehicle of national spirit, literature actively participated in the formation and dissemination of American national consciousness during this pivotal historical period. Examining this process also provides useful insights for building a national consciousness discourse within China’s foreign language studies.

This study explores how Chinese college students use multimodal practices to construct national images through short videos, within the context of national image-building and cultural soft power competition. Using visual grammar and systemic functional grammar frameworks, a multimodal analysis was conducted on 20 gold-medal-winning entries from the 2024 “FLTRP·ETIC Cup ‘Understanding Contemporary China’ Short Video Contest”. The findings reveal how students use visual language and subtitles to shape the image of Digital China. Through the narrative structure of empowering technology, preserving culture, and passing the torch between generations, students incorporate national technological strength, cultural identity, and individual responsibility. This process creates a mechanism of technological embodiment, emotional normalization, and identity-driven storytelling. By moving beyond traditional grand narratives, the study confirms the theoretical effectiveness of multimodal discourse in identity construction and presents a new perspective on folk discourse from Chinese college students. It also provides insights for enhancing the effectiveness of national narrative communication.

在全球化浪潮的推进与跨文化互动日益频繁的背景下,外语教育被推向了培养新时代人才的核心位置。在此背景下,外语教育的使命已超越单纯的语言技能传授,转向更为复杂的文化素养与价值认同的塑造。本文旨在深入探讨外语教育中两大核心素养——跨文化意识与国家意识的内涵、辩证关系及其融合路径。跨文化意识为国家意识提供了在多元参照系中深化自我认知的镜鉴;国家意识则为跨文化意识提供了稳固的价值根基与身份立场,避免其在文化多样性中迷失方向。同时,结合中国外语教育现实,本文从课程体系重构、教材开发、教学方法创新、教师角色转变及评价机制改革等多个维度,提出了实现二者有机融合的实践路径。

Knowledge translation studies or Transknowletology is an emerging field, yet the interaction between knowledge and other elements in translation remains underexplored. Grounded in the theory of Transknowletology, this paper systematically examines the bidirectional relationship between knowledge as the ontology of translation and language as a significant factor. It demonstrates that knowledge guides and shapes linguistic choices, while language simultaneously carries and constrains knowledge representation, resulting in a dynamic interplay between the two. By analyzing the role of translation in the cyclical process of knowledge acquisition, analysis, dissemination, and impact, this study proposes a four-phase optimization framework encompassing multidimensional knowledge accumulation, decoding of implicit source-text information, controlled translation effectiveness, and reconstructed knowledge democratization. This framework empowers translators to develop systematic cognition, activate subjective awareness, adapt translation strategies, and engage in knowledge ecosystem construction. Ultimately, the research offers methodological insights for globalizing local knowledge, contributing to more equitable transnational knowledge flows.

In the big data and AI era, the primary task of ideological and political education in foreign literature courses is to resist the large-scale online transplantation of Western ideologies. The main goal is to cultivate students’ ability to form a cross-cultural cognitive competence based on self-cultural subjectivity. There are two root causes for the danger initiated by the transplantation. One is that Western ideologies can flow unimpeded into the virtual world through blockchain technology, influencing the Chinese students immersed in it. The other is that Western ideologies may construct information cocoons through algorithmic filtering as well as information selecting and sending, thus manipulating students’ thinking. This article, on the basis of the three-dimensional framework of “cognition, affect, and behavior”, proposes to adhere to a Chinese stance in teaching designs and enhance students’ cognition of their ideological subjectivity to shield themselves from being eroded and objectified. Moreover, Chinese cultural conceptions should be integrated into the teaching, and an AI-empowered reflective and critical study should be adopted to improve students’ sense of responsibility for themselves, their family, and their nation, to sharpen their aesthetic perception, and to upgrade their capability of value judgment. Only in this way can the students have a strong and steadfast ego and resist the objectification and manipulation of Western ideologies.