Artificial intelligence (AI) represented by ChatGPT can not only promote learners to learn foreign languages but also improve teachers’ work efficiency and reduce their work burden. However, the educational revolution triggered by ChatGPT brings challenges to foreign language teaching and results in identity tensions to foreign language teachers. By reviewing research on the application of AI in the field of foreign language teaching and language teacher identity, this paper analyses challenges of foreign language teaching and teachers, identity tensions and solutions, and puts forward corresponding suggestions from three aspects, including teachers, schools, and government. This paper not only provides theoretical support and practical guidance for the implementation of AI-assisted teaching in the field of foreign language education but also has enlightenment for other subjects in dealing with teacher identity tensions and exploring the path of deep integration of AI and education.

The rapid development of generative AI technology provides an important opportunity for innovation in College English textbooks. This article first reviews the development history of digital textbooks in China and analyzes the potential of generative AI in areas such as dynamic content generation, personalized learning support, multimodal resource integration, and optimization of classroom interactions. Based on the current needs of College English teaching and relevant literature, this paper proposes a framework for the development of novel intelligent digital textbooks in the era of generative AI. This framework includes eight dimensions: textbook structure, textbook form, learning experience, teaching activities, teaching content, cross-disciplinary integration, assessment and feedback, and quality assurance and ethical standards.

Artificially intelligent writing has become an irreversible trend. This article, from the perspective of human-machine collaboration, provides an assessment and comparison of artificial intelligence writing systems in three stages: the emergence stage of AI writing, the stage of diversified exploration, and the stage of comprehensive development. It analyzes the characteristics and development trends of human-machine collaboration in intelligent writing systems at different stages. Building upon this analysis, it discusses the progress, issues, and implications of human-machine collaborative intelligent writing systems in academic English writing and teaching in terms of the integration of writing assistance and revision assistance, dialogue-based interaction, comprehensive coverage of the writing process, and Man-Computer symbiosis.

Textbook research primarily encompasses three major domains: content, consumption, and production (Harwood 2014). Globally, the development of English teaching materials is typically publisher-driven, with hired writers participating in compilation based on publishers’ requirements, often involving professional textbook authors. In contrast, the development of primary and secondary English textbooks in China, while also publisher-led, strictly adheres to mandates from educational administrative authorities and undergoes official professional reviews. Compilers usually consist of researchers paired with frontline teachers. Due to the cross-regional use of textbooks, core compilers are not from the same geographic area nor are they key teaching researchers within the relevant regional educational ecosystem. Such textbook development only begins to impact subject-specific teaching in a region after the materials are put into use.

The development of compulsory education English textbooks in Shanghai has organically integrated stakeholders within the foreign language education ecosystem and critical affordances of the ecosystem. First, compilers study national policies—particularly curriculum standards—analyze existing textbooks (especially exemplary overseas materials), and investigate local realities of foreign language teaching. Second, the textbook development team incorporates core future users, such as district-level teaching researchers and frontline master teachers, into the design and compilation process. Not only does the team incorporate their feedback and suggestions, but these future users also enhance their professional expertise through collaborative workshops and the compilation process. This deepens their understanding of the textbook’s essence, theoretical foundations, and practical applications, thereby laying a solid foundation for subsequent textbook implementation. The compilation process itself embodies interactions, collaborations, negotiations, and mutual empowerment among key stakeholders in the local foreign language education ecosystem. Textbook development is seamlessly integrated with teacher professional development and training for material usage, forming the defining feature of Shanghai’s current compulsory education English textbooks and representing a unique case in international foreign language textbook development. This process has catalyzed a new ecosystem for basic foreign language education, where textbook compilation and ecosystem construction serve as mutual goals and foundations, fostering reciprocal advancement.

As an emerging meta-discipline in translation studies, Transknowletology has developed through three years of theoretical and practical exploration. This study examines its disciplinary institutionalization by analyzing 2022-2025 literature from China National Knowledge Infrastructure (CNKI) using academic historiography and descriptive analysis methods. Key findings indicate: (1) Theoretically, an ontological framework emphasizing “theoretical construction” has been established, enriched through interdisciplinary engagement with philosophical epistemology and sociology of knowledge; (2) Practically, research frontiers have expanded beyond humanistic translation to form specialized paradigms in science, medicine, and law. However, critical gaps persist: insufficient empirical research in natural and social sciences and lack of research on translation historiography and knowledge genealogy. To address these, future directions should focus on: (1) enhancing empirical studies in natural science, social science and interdisciplinary translation. (2) advancing knowledge archaeology through disciplinary translation histories and genealogical mappings to clarify knowledge’s centrality in translational evolution. This article provides a foundational reference for Transknowletology’s disciplinary positioning and strategic development.

《中国英语能力等级量表》(China’s Standards of English Language Ability,下文简称CSE)作为我国本土研发的英语能力量表,为不同学段、不同等级的教、学、测提供了客观量度,也为教材研发与评价提供了重要参考。本文参考CSE考察四套英语专业教材语法项目的分布。通过文本分析,研究发现: (1)四套教材中所编排的语法项目覆盖了CSE3至CSE7;语法项目涉及句式多样性描述语较多,而涉及复杂句式描述语的覆盖频率较低。(2)四套教材语法项目间对CSE3至CSE7的不同描述语的覆盖存在显著差异,缺乏语法项目定级的统一标准。本研究对CSE在教材中的应用研究和英语专业语法教学有启示意义。

Learning engagement is an important indicator to measure learning achievement and teaching effectiveness, however, not much attention has been paid to non-English major students’ learning engagement under the blended teaching mode. To this end, this article aims to examine their engagement with the course of “English for Academic Purposes” under the blended teaching mode by employing questionnaires and semi-structured interviews for data collection. It was found that students’ engagement consists of three dimensions including cognitive, affective and behavioral; their engagement on the cognitive, affective and behavioral dimensions are rank-ordered from high to low in terms of the strength; factors relating to students themselves, learning resources and settings, and classroom interpersonal relationship have a significant effect on their engagement. The above findings disclose the multi-faceted and interactive nature of ecological relationship between various factors, and could shed light on the application of blended foreign language teaching in China.

生成式人工智能技术的突破性发展为教育领域带来结构性变革。作为典型应用的DeepSeek系统,其在外语教育场景中展现出多维赋能价值:构建自适应学习支持系统,实现语言技能发展的个性化诊断;创设多模态技能发展框架,通过智能对话机制强化跨文化交际能力培养;建立自动化评估反馈体系,运用自然语言处理技术提升教学诊断效度;创新教学设计范式,为教师提供基于大数据的学情分析工具。然而,该技术的教育应用伴随显著的伦理风险与实践挑战:学术诚信体系面临智能代写导致的效度危机,教师专业身份遭遇人机协同的教学权威重构挑战,学生认知能动性呈现技术依赖引发的弱化趋势,以及生成内容存在文化偏误与逻辑谬误等效度偏差问题。研究指出,教育场域的技术治理需建立三重平衡机制:在工具理性与价值理性间构建人机协同的教育生态,在效率追求与质量保障间形成动态监测体系,在技术创新与教育本质间确立伦理审查框架。建议通过开发教师智能教育能力认证体系、构建学生数字素养培育课程模块、完善智能教育产品质量标准等路径,实现生成式人工智能技术与外语教育目标的深度契合,促进语言能力培养与核心素养发展的有机统一。

Professor Yang Feng, the founder of Transknowletology, put forward the proposition that “The fusion of knowledge in science, sociology and humanities will solve the puzzle and problem of classification anxiety for the translation discipline for the time to come. Translatology armed with the knowledge of natural sciences, social sciences and humanities will inevitably become a meta discipline or supra subject”(Yang Feng 2021:2). Proceeding from the insightful statement, we can observe that Transknowletology intends to integrate the resources and refine its key concepts and reformulate its epistemic framework from the above three disciplines based on complex system to construct the meta-knowledge of translatology. Thus, Transknowletology as general translatology will necessarily touch upon the knowledge and ideas of translatology, philosophy, sociology, cognition, hermeneutics. Through analysis and synthesis, construction and refining, it will become a meta-discipline for translation studies embodying both the logical facts and ethic values.If it intends to reach such a goal, Transknowletology must include epistemic concepts, paradigms and epistemic reintegration and reclassification on its road map so as to reformulate its model. On the epistemic structure, it should proceed from the onotology, methodology and teleology of epistemology, attach importance to the dialectics of methodology, integrate East-West epistemology,reorganize the internal and external knowledge of translatology, give weight to humanistic, aesthetic and ethic knowledge. Thus formulated, it will depart from the binary separation of knowledge to the existential and life world experiences. Consequently, it will lessen the tensions between the scientific rationality and humanistic reason. Based on the “ method of harmonious balance of Transknowletology ” and the logic of dialogue, the newly formed branch of learning will perfect its methodology of restructuring its knowledge base and will eventually deal with the ultimate concern of “what is a translator” so as to actualize the “Epistemic Turn” in contemporary Translation Studies.

The capacity for international communication is a critical indicator of a nation’s soft power, with the cultivation of high-caliber talent serving as the cornerstone of this development. Mastery of foreign languages is indispensable for enhancing international communication, and foreign language majors should aim to produce versatile professionals equipped with a strong sense of national identity, global awareness, and specialized expertise. This paper, grounded in the framework of the New Liberal Arts, proposes the establishment of an innovative talent cultivation platform within foreign language majors to enhance educational efficacy and better support the development of international communication competencies. The platform seeks to integrate resources across institutions and classrooms, providing interdisciplinary and cross-professional knowledge and skills. Its primary focus is on cultivating students’ abilities in critical areas such as comprehension, interpretation, analytical thinking, and innovation. Meanwhile, the platform is distinguished by four core features: broad scope, targeted relevance, adaptability, and a strong emphasis on practical application. It offers foreign language students an innovative environment to reinforce their foundational knowledge while enhancing their capacity to contribute to global communication efforts.

With the rise of generative AI, social semiotic multimodality studies face new opportunities and challenges. This paper reviews recent developments in multimodal researches to explore the application and impacts of AI technologies in social semiotics. Our findings show that AI helps overcome methodological limitations in multimodal discourse research, stimulates innovation in multimodal genres, and contributes to a paradigm shift in social semiotics theory—one that considers all communicative elements in the dynamic meaning exchange process. To address AI’s limitations in empathy and multimodal comprehension, future efforts should focus on building harmonious human-AI collaboration, encouraging interdisciplinary work and enriching the interpretation of multimodal discourse theory.

This paper, grounded in Marxist view of practice, explores the interaction between subject and object in the process of translation practice. It argues that each stage of translation practice — source text (ST) selection, target text (TT) production, and TT reception — involves a bidirectional movement of subjectification and objectification. Translation practice is a dynamic process where the composite subject of these stages interacts with the composite object through a mediator system. The subject of each subsequent stage takes the outcome of the preceding stage as its object and generates a new outcome that serve as the object for the subject of the following stage. Every translation practice thus unfolds as a dynamic system that develops from ST selection to TT production and TT reception. The ST selector, TT producer, and TT receiver, all integral subjects within this system, jointly facilitate the reproduction of ideas and enable the cross-cultural migration of heterogeneous concepts from the source culture.

The present study conducts a systematic review of 76 articles related to teachers’ professional development in the context of digital intelligence in foreign language education from 2004 to 2024, aiming to provide insights into the current landscape. By employing the Latent Dirichlet Allocation (LDA) topic model and thematic analysis, the study explores the primary research focuses. Furthermore, it analyzes the types of technology along with their benefits and challenges. The results indicate that: (1) research on teachers’ professional development demonstrates an overall upward trend, despite periodic fluctuations; (2) research topics are diverse, covering various dimensions such as teachers’ knowledge, skills, practices, and training, but insufficiently address emotional aspects; (3) there is a tendency toward homogenization in research design, and the potential of data mining and analysis remains underutilized; (4) while technologies contribute significantly to teachers’ professional development, the dynamic changes in their empowering effects warrant further exploration. Finally, the study offers prospects for advancing teachers’ professional development in the digital intelligence process of foreign language education, aiming to promote its transformation and advancement.

To develop area studies as a discipline has been a consensus in diverse fields, but research about the core competence of area studies talents needs to be furthered. Area studies talents are supposed to combine interdisciplinary theories with international governance. In this regard, the core competence of area studies talents should include some crucial, deciding and fundamental abilities in aspects such as collaboration, intercultural strategic communication, creativity and critical thinking. With such abilities, individual talents are able to research and communicate better. Consequently, the cultivation of area studies talents should synchronize cognitive competence with non-cognitive competence. It is believed this new cultivation pattern could equip integrated talents with a high level of language competence for area studies and international governance.

In the era of Language Intelligence, translation pedagogy ushers into a more diverse and complex landscape, knowledge within this system broadens deeper than ever, but students’ learning didn’t go to depth with the development of technology. The shallow learning-based education model is no longer suitable for the current translation pedagogy and its knowledge translation production and spreading. This paper aims to explore innovative pathways to address the predicament in talent cultivation. With Transknowletology as its core, this paper elucidates the concept, content and scope of deep learning and puts forward the model for translation technology education combined with deep learning and knowledge system. Lastly, this paper attempts to construct an efficient and scientific path of enhancing translation technological thinking skills, in a bid to enhance the knowledge translation development and acceptance.

In the context of smart education, digital textbooks represent a key element of textbook development. This study clarifies the concept of digital textbooks in tertiary foreign language teaching and identifies their core characteristics, including intelligent adaptation, cross-temporal and spatial interaction, multimodal interdisciplinary integration, and dynamic value shaping. Then based on an analysis of survey data, the study examines the status quo of tertiary digital textbooks and explores their development pathways from the dimensions of textbook compilation and review, selection, usage, evaluation, and research. The findings aim to provide references for future studies.

“名正言顺”可谓先哲术语辨析的探幽足迹。近代梁启超面对“旧译之病”提倡“定公译之例”。伴随着学科发展,新术语层出不穷。然而,西方术语尤其是具有学科理论突破的术语译入汉语,长期译名不一,且有的译名无法凸显原术语的核心要义,对于“洋为中用”实在不利。美国新修辞运动时期的著名术语rhetorical situation迄今有四种汉语译名,有的可以追溯使用者的理由,有的仅是沿袭他人用法未有任何说明。通过呈现“修辞情景”“修辞情境”“修辞形势”“修辞情势”四种汉语译名的使用频次和理据,重温原英语术语作者所赋予的特殊内涵,本着尊重原作原义原则,发现“修辞情势”,相对说来,最符合原术语核心要旨。因此,在“约定俗成”未“定”未“成”之时,希望引起译界尤其是修辞学界的重视,以期促进中西修辞研究。

Since the establishment of foreign language education studies as a secondary discipline under the first-level discipline of foreign languages and literatures, talent cultivation in this field has become a crucial issue for promoting the development of this discipline. This article first explores the connotation of talent cultivation in the discipline of foreign language education studies, then analyzes the challenges currently confronted in the talent cultivation process. Finally, in combination with the case of the doctoral program of the foreign language education studies major at Beijing Foreign Studies University, this article attempts to propose principles for developing talent cultivation programs as well as constructing and implementating the curriculum system in the discipline of foreign language education studies, in the hope of providing reference for talent cultivation in this field.

During the period of January and April 2024, I successively participated in two national conferences, that is, “National Symposiium on Multimodality and Functional Linguistics” held by Shanghai Tongji University, and “Symposium on Military Application of Multimodality during the AI Era”held by National University of Defence Technology. The two symposiums indicated that the research of multimodality has become one of the key research subjects. This paper is aimed at discussing those topics about the concept of multimodality, such as connotation, contemporality, fusion, chief mode,and fragmentality. Finally, I report some of my research topics concerning multimadalty.

From the perspective of Marxist philosophy, the relationship between cultural diversity and globalization is a complex problem of dialectical unity between the universality and particularity of contradictions, which are different and closely related to each other. With the increasing globalization of economy and information, how to maintain the diversity and uniqueness of culture under the tide of globalization is an urgent problem to be considered. Guided by Marxist world outlook and methodology, this paper attempts to explore the intersection and conflict between different cultural values in contemporary society in the process of cross-cultural communication by analyzing the correlation and contradiction between the two, in order to find an effective way for the harmonious coexistence of various civilizations and the coexistence of beauty and beauty in the era of globalization, and make a preliminary exploration for the sustainable development of cultural diversity.

The proposal of Transknowletology has opened new prospects for translation studies that had long been suffering from a lack of fresh theoretical inspiration. As the principles of translation production and criticism embedded in this new theory, with knowledge at its core, ‘seeking knowledge with truth’, ‘demanding righteousness with goodness’ and ‘re-writing with beauty’ (or in short: truth, goodness and beauty) are rooted in philosophy and implemented in the process of translation. Thanks to their link to both theory and practice, they constitute essential elements on which translation knowledge can build up. As truth, goodness and beauty are originally basic categories from the field of philosophy, their definitions, applications and interconnections within the specific domain of translation must be considered and clarified by those who commit themselves to the development of Transknowletology. The review of the relevant literature suggests that: (1) truth can be understood as the truly sincere attitude with which knowledge is sought after and the true nature of knowledge; (2) goodness can be divided into the superior one consisting in shortening knowledge gaps between different cultures and the inferior one of facilitating target readers in acquisition of local knowledge from other cultures; and (3) beauty can be considered as a quality instrument for shedding light on truth and communicating both subject knowledge and language knowledge carried in source texts; (4) the three ought to be mutually serviceable as ends and means and are often found in subtle and sophisticated interactions. It is hoped that such contributions to the existing interpretations of the threes principles, completely drawn on the researcher’s limited knowledge and experiences, can inspire further inquiries into the topic in question with the final purpose of consolidating the edifice of Transknowletology.

Since the 1960s, China’s foreign language education has been too closely following the modern linguistics and its development. As a result, it has strayed into a narrowing path of metaphysicalization and dogmatization. Therefore, though China’s foreign language education has made great achievements, a lot of problems have also ensued in its development. To reflect, and rediscover the positive elements of the traditional philological foreign language education, restore the presence of the classics of literature, history, and philosophy in foreign language education, properly handle the relation between linguistics and literature, history and the present, and the relation between China and the western world, and draw on the different schools of postmodern philosophy such as phenomenology, hermeneutics, philosophy of language,practical philosophy etc. which check and balance metaphysics and dogmatism, is of much importance for China’s foreign language education to walk out of the current self-identity crisis and confusion, and the facelift of the discipline of foreign language education as a whole. Also it is essential for the current discussion and the further reform of foreign language education in China.

After nearly a decade of research, Foreign Language Education Studies (FLES) has recently been formally recognized as an independent discipline by China’s Ministry of Education. However, its necessity and distinctiveness still remain unclear to many in the academic community. Building on previous research, this paper further elaborates on the necessity of FLES as a distinct field of research and explores its distinctiveness from two dimensions: the innovation of research perspectives and the transformation of research paradigms. By addressing these issues, the paper aims to advance the theoretical and practical development of FLES.

National consciousness is the citizens’ cognition of and identification with their country. It is politically, historically and culturally constructed and is thus deeply rooted in the traditions of the nation state. Taking the national reading program as the starting point to examine its relevance to the national-consciousness oriented discourse practices of other nations in specific historical periods may provide insights from a global perspective on the construction of a national consciousness discourse system in China’s foreign language education. Based on the different facets of national consciousness, this paper investigates the causes and motivations behind the development of a national reading program in the United States after the end of World War II, and analyzes the multiple functions of reading in the specific historical context. The program is further examined in light of its manifestation as a political legacy in the field of reading practice in the post 9·11 era. The paper concludes that the cognitive, psychological and emotional elements inherent in national consciousness are integrated through reading action into relevant educational discourse and practice. In this way, a national reading program derived from the interactions of individual, social and national discourses can play an important role in the shape of national cognition, identity construction and national identification.

Translator’s subjectivity is a heated topic in the field of translation studies, mainly from perspectives of Hermeneutics, Eco-translatology, Appraisal theory, Translation Ethics, but lack of enough linguistic account on translating process. This study adopts a new pragmatic theory Socio-cognitive Approach to Pragmatics (SCA) to rethink on this issue, and finds out that some key concepts of SCA like Prior Context, Salience, Egocentrism can well illustrate the cognitive sources, mechanism and features of translator’s subjectivity, Cooperative and Dynamic Meaning Model can reasonably display social relevance and equivalence in translator’s subjectivity, and finally proposes that translator’s subjectivity is an “egocentrism-cooperation” continuum based on subjectivity degree. This research can be viewed as a trial to integrate cognitive factors and social factors, and an alternative perspective in translation studies as well.

On September 14th, 2022, the Academic Degrees Committee of the State Council and the Ministry of Education issued the Catalogue of Graduate Education Subjects and Specialties (2022) and the Management Measures of the Catalogue of Graduate Education Subjects and Specialties, which officially declared International and Regional Studies to be established as a first-tier discipline under the category of interdisciplinary disciplines. It proves the necessity of integrating this discipline with other related disciplines. The interdisciplinary and multidisciplinary nature of area studies is mainly embodied in its definition and disciplinary distribution of the researchers involved, which can be concluded by sorting out the definitions made by different scholars at home and abroad, and analyzing the distribution of overseas research disciplines in the projects supported by the National Social Science Fund and the distribution of the humanities and social science projects funded by the Ministry of Education. According to the results, it can also be fourd that two disciplines of Foreign Languages and World History make major contributions to International and Regional Studies. Languages serve as indispensable tools, while the discipline of World History uses languages to study the history of various countries and regions in depth. Thus, it will be highly beneficial for the development of International and Regional studies to combine Foreign Languages Discipline with the discipline of World History through multiple degrees conferring, faculty sharing and building academic communities.

Since 2024, generative artificial intelligence represented by DeepSeek has achieved breakthroughs in Russian language training, providing technical conditions for the digital-intelligent transformation of Russian language education in higher education. This study examines the teaching practice of a Russian language course employing The Way to Russia 1 as its core textbook, systematically exploring implementation pathways and enabling mechanisms of large language models (LLMs) in collegiate Russian instruction under the“AI+HI”framework. Comprehensive analysis reveals that LLM-assisted Russian language education demonstrates three distinctive operational characteristics: multidimensionality, stratification and modality integration. They not only enable personalized modeling of disciplinary knowledge graphs, competency graphs, and problem graphs, but also possess technical potential for optimizing teaching lesson plans and assisting instructional activity design, achieving dual empowerment in both macro-level curriculum construction and micro-level instructional design. Through positive human-machine interaction adhering to the principles of “people-oriented” and “learning-oriented”, the integration of LLMs has effectively enhanced students’ comprehensive Russian language proficiency and intercultural communication skills, laying a crucial foundation for Chinese youth to better tell Chinese stories on the international stage.

Translation is a process that adheres to the standards of “preserving truth, aspiring to goodness, and seeking beauty,” facilitating the cross-lingual and cross-cultural reproduction, transformation, and dissemination of knowledge. In this process, indigenous knowledge not only evolves and ascends in value along the vertical dimension, ultimately emerging, regenerating, and being reconfigured; but also, along the horizontal dimension, it engages itself in cross-cultural “encountering” “mutual appreciating” and “beauty sharing” with other local knowledge systems, leading to the integration and renewal of values, achieving common value, and merging into the ocean of global knowledge. Through a close examination of knowledge emergence from multiple dimensions, we have found that: (1) the translational communication of knowledge is a continuous process of the emergence of new knowledge and well-acknowledged values, and only knowledge that possesses common value can be more readily accepted by the world; (2) there exists a dialectical relationship between the emergence of knowledge and the emergence of value in the process of translation and dissemination; (3) the communication of knowledge unfolds within transphere, sociosphere, and mediasphere, forming three fundamental communication models, namely, the DIKW model based on text, the SECI model centered on knowledge transfer, and the MST model aimed at the emergence of common values.

The teaching concept of ideological and political education in college English courses has been promoted for more than four years, yet there has been a lack of an effective teaching evaluation scale. Most of the existing scales are derived from the macroscopic educational fields of non - English disciplines, which are difficult to meet the teaching needs of ideological and political education in college English courses and fail to provide effective guidance. Therefore, the development of an applicable evaluation scale is urgently needed. Based on two important documents, namely “The Guiding Outline for the Construction of Ideological and Political Education in Institutions of Higher Learning” and “The College English Teaching Guide”, this study utilizes the emotional experience (perezhivanie) framework in sociocultural theory to construct a scale for the effectiveness of ideological and political education in English courses. In Sample 1 (N = 500), an exploratory factor analysis was used to form a scale with 33 items. In Sample 2 (N = 504), a confirmatory factor analysis was employed to verify the good fit of the four - factor structure, and confirm the internal consistency of the scale and the measurement consistency across genders. This study provides a scientific measure for the teaching reform of ideological and political education in college English courses and offers a valuable reference for subsequent research.

Phrasal complexity represents the advanced stage of learner language development. It is often regarded as an important dimension in the investigation of the effects of macro learner backgrounds and micro task-related variables on language production and related research has accumulated ample findings concerning the statistical distribution of linguistic indices. However, the joint effects of macro- and micro-level variables remain under-examined, and the interpretation of statistical patterns of the complexity indices lacks the support from linguistic theory. Therefore, this study explores the effects of learner backgrounds and task cognitive conditions on EFL learners’ oral phrasal complexity based on the International Corpus Network of Asian Learners of English (ICNALE) (500,000 words). This study establishes a path analysis model combining 5 fine-grained phrasal complexity indices, and investigates the interaction between learner backgrounds and task cognitive conditions (task readiness) through the lens of Halliday’s Systemic Functional Grammar. Results show that the macro-level learner backgrounds generated multi-dimensional effects on oral phrasal complexity while micro-level cognitive conditions interacted with age and affected the expression of interpersonal meaning. This research has converged the effects of macro and micro variables on oral production and provided a functional perspective on the development of learners’ phrasal complexity.

Since the beginning of 2024, foreign language education has been officially established as a new discipline in China. Still at its infant stage, this new discipline needs to learn from relevant mature disciplines to consolidate its foundation. Educational linguistics, focusing on the interaction between language and education, is one of the mature disciplines that can provide useful insights and inspirations for the development of foreign language education. From the perspective of educational linguistics, foreign language education can be interpreted as a discipline focusing on the interaction between foreign language and education. It has two main tasks: the study on the role of foreign language in education (and in society) and the study on the education of and through foreign language. The role of foreign language in educational and other social activities in China is the start point, which determines the objective and scope of the theory of the discipline, and also conditions the principle and methodology of its practice. In summary, foreign language education should integrate the education of language skills, language knowledge and disciplinary knowledge, so as to simultaneously fulfil its instrumental and humanistic functions, bring foreign language into full use in educational and social activities, and thus ultimately enable the harmonious development of individual learners, social communities and the country as a whole.

A new discipline is faced with the situations of understanding and misunderstanding. How a correct understanding of transknowletology is achievable? This question is fundamental for transknowletology, which is understandably expected to have both definite theoretical underpinnings and effectively practical guidelines to untranslatable instances. Reflecting on transknowletology, we are led to propose the following viewpoints: in terms of transknowletology, the source text of translation is treated as a collection of knowledge, and the translation practice is a process of fulfilling two tasks: identifying description knowledge and making knowledge description. Accordingly, this study not only exemplifies the theoretical insights but also demonstrates the practical use of transknowletology, based on Russell’s theory of knowledge. This study has obtained the following findings: The meaning of source text is knowledge based; The description knowledge is both propositions of judgment at the deep level and declarative statements of judgment at the surface level; The practical translation process includes two steps: the first is to conduct an inventory of description knowledge contained in the source text, and the second is to provide knowledge description for the need of target text. It is evidenced that certain problems of untranslatabiliy can be solved effectively in the light of transknowletology.

The English translation of Wen Fu commenced in the 1940s. Insofar, there have been 8 important English translations. Based on the criteria of “seeking knowledge with truth, determining theme with kindness, and writing with aesthetic feeling” in transknowletology, this paper conducts a comparative study of the two full English translations by Shih-hsiang Chen and Achilles Fang, both of whom are Chinese diasporic translators in the United States, on the four levels of vocabulary, syntax, rhetoric, and discourse, in order to explore the realization of the three aspects of “seeking knowledge with truth, determining theme with kindness, and writing with aesthetic feeling”. The paper reveals that Shih-hsiang Chen aims to spread his concept of Lyricism of Chinese literature to western countries, and influenced by his thought of “poetic translation”, his version mostly adopts domestication strategy, which generally realizes “seeking knowledge with truth, determining theme with kindness, and writing with aesthetic feeling”. Achilles Fang aims to spread the original knowledge of literary theory in Wei-Jin period to the American literary circle, and influenced by his thought of faithful translation, his version mostly adopts foreignization strategy, which mainly reflects the pursuit of “seeking true knowledge” of literary theory in the original text, but it is slightly less satisfactory than Shih-hsiang Chen’s version in “determining theme with kindness” and “writing with aesthetic feeling”. Both translations have made considerable contributions to the global reconstruction of the discourse of ancient Chinese literary criticism.

Drawing on theoretical basis of foreign language education studies, this paper analyzes the practice and reform of a pre-service foreign language teacher education course — Introduction to English Language Studies — offered for undergraduate education majors at the University of Macau. It explores the reciprocal relationship between foreign language education studies and foreign language teacher education, and systematically analyzes the course’s design, content, and learning feedback from pre-service English teachers. During two years of teaching practice and innovation, the course features a series of targeted pedagogical activities and strategies, in order to guide pre-service teachers to explore the origin, meaning, and development of the English language in depth, along with its application and influences in instructional and social contexts. The course also lays a solid foundation for pre-service teachers to systematically study language theories and teaching methodologies by cultivating their multilingual language awareness and critical thinking abilities. Meanwhile, it further catalyzes their in-depth reflection about their identities as both language learners and future teachers. Overall, the paper discusses key issues of curriculum reform of foreign language teacher education in depth and sheds new light on the current practice and research of teacher education.

在国家话语意识与跨文化能力日趋受到关注的同时,“中国文化失语”问题依然凸显,警示着英语作为国际语(EIL)视阈下审视跨文化教育与国家话语传播能力关联性及其战略意涵的紧迫性。解析文化语言学的发展渊源及其核心概念可发现它对传统跨文化教育的重大启示: 跨文化教育不是跨文化交际学的教学,当前跨文化教育存在着对跨文化能力认知的偏颇及对中国英语变体作为国家话语及跨文化交际载体本质的认识不足。基于探讨理想的跨文化教育模式,可以得出结论: 以文化语言学为学科引领,超越唯目标语及其文化为标准的单向模式,兼顾英语的全球化与本土化语境对于培养作为国家话语传播能力有机组成部分的跨文化能力具有重大的战略意义。

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.

As Area Studies has become formally recognized as a primary discipline within the interdisciplinary academic category, its talent cultivation has gained institutional support. Concurrently, theoretical issues related to this cultivation have emerged as hot topics in academic discussions, receiving priority on research agendas. We identify three critical issues in the cultivation of talent in Area Studies that demand immediate attention: firstly, ‘reconciling instrumental knowledge’ with ‘disciplinary knowledge’; secondly, balancing ‘focus on subject fields’ with ‘focus on geographical areas’; and thirdly, harmonizing Academic Proficiency with Skills Proficiency and Social and Ethical Awareness. The essence of these issues is the coordination between undergraduate education and ‘post-undergraduate’ phases. To address these challenges within a unified framework, we propose a ‘T-model’ for talent cultivation in Area Studies. This model integrates both synchronic and diachronic dimensions, embracing principles of ‘breadth and depth’. It explores a planned, progressive talent cultivation approach, transitioning from a ‘general knowledge orientation’ to a ‘field orientation’, then towards a ‘regional issue orientation’, and ultimately a ‘comprehensive orientation’. This model aims to offer a universally applicable framework for cultivating talents in Area Studies in China, transcending the confines of a single discipline.

While moral and political education for university students becomes more and more crucial in recent years, this study aims to explore the practical way of moral and political teaching in translation courses. According to the functions and mechanisms of Intrinsic Motivation in Self-Determinism Theory, the paper puts forward a hypothesis of closed-loop circulation among Collaborative and efficient interaction between teachers and students, and among students,Enhancement of Learning Autonomy and Improvement of Intercultural Communicative Competence, based on which a three-step circular interactive teaching mode of Independent Learning of Pre-class Assignments, Knowledge Internalization in Class Activities, and Communicative Competence Development through Extracurricular Translation Practices was constructed. Furthermore, teaching effectiveness was quantitatively analyzed by Five-point Likert Scale which shows that the teaching approach can effectively stimulates students’ intrinsic motivation to learn, improve their communicative skills and cultivate them with good values and moral integrity.

在信息技术飞速迭代的当下,技术革新已成为推动在线教育快速发展的强大引擎。大学英语教育作为高等教育体系中的关键组成部分,亦深受其影响。然而,目前针对英语在线课程质量的评估仍缺乏科学、系统的测量工具,难以全面反映其教学成效与发展潜力。因此本研究旨在开发与验证一个用于评估英语在线课程质量的满意度量表,为科学评估此类课程的教学效果提供依据。该量表包括涵盖教学平台的功能性、课程设计的合理性、教学效果的有用性和课程推广的意愿性四个关键维度。通过验证性因素分析,进一步确认了量表的结构,结果表明,该量表可作为评价英语在线课程满意度的可靠工具,有助于提升教学质量并优化在线教育平台的功能设计。