The inclination of diplomatic discourse is an important element to measure the diplomatic games among big powers. The concept of diplomatic discourse inclination and relative calculation method are proposed from the perspective of cross-lingual set of word embedding in this paper. Based on the Chinese-English bilingual corpus of Chinese and American diplomatic spokespersons, the parameters are optimized by searching positive and negative keywords in Chinese, and English positive and negative sets of word embedding are further retrieved. The data references for the expression and translation of diplomatic discourses are provided by quantifying the diplomatic discourse inclination of both sides. The research results indicate that both China and the United States exhibit a positive discourse inclination, with China’s positive intensity significantly surpassing that of the United States. However, in the English translation of Chinese discourse, the proportion of China’s positive discourse is less than that of the United States, while the degree of negative reinforcement is greater than that of the United States. The findings suggest that in the game of diplomatic discourse, in order to construct an equivalent diplomatic discourse and political status with the United States, and better achieve diplomatic purpose with Chinese characteristics, as a dominant nation, China could increase the number of positive words and reduce the proportion of negative words in the English set of word embedding in translating from Chinese into English, so as to build an equal diplomatic relationship between China and the United States with equal positive and negative diplomatic discourses.

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.

“Ideological-Political Education” has recently been a hot issue in academic circles. A total of 220 studies on ideological-political education in foreign language courses were retrieved from CNKI and systematically reviewed by the methods of literature review and content analysis. After a detailed analysis and overview of relevant articles, it was found that studies on ideological-political education in foreign language courses are mainly divided into four categories: (1)Research on the integration of ideological-political education and foreign education;(2)Exploration of ideological-political education in general English courses;(3)Exploration of ideological-political education in foreign language majors;(4)Research on the translation of ideological-political terms. However, the research breadth still needs to be expanded, and more teaching practices are urgently needed. The evaluation research is simultaneously insufficient. In response to the existent limitations, this paper argues that future researches should further expand the scope of research, incorporate more teaching practices, and place greater emphasis on evaluation research.

The aim of this study is to examine the use of three reporting verbs: “show”, “indicate” and “demonstrate” in the PolyU Learner English Corpus (PLEC) and Corpus of Research Articles (CRA),respectively. PLEC is a learner corpus with a collection of undergraduates’ assignments. The writers in the PLEC are university students who are English learners. By comparison,CRA is a collection of research articles,and the writers in CRA represent advanced English users. This study adopted a corpus-based method based on quantitative and qualitative analyses to examine the differences and similarities in using three reporting verbs between PLEC and CRA. By comparing these three words in two corpora,the similarities and differences regarding the employment of these three reporting verbs by two levels of English groups are outlined. The findings reveal that the use of three reporting verbs: “show”, “indicate” and “demonstrate” between CRA and PLEC share some similarities among them. However,“indicate”,“show” and “demonstrate” are synonyms with similar lexical meanings. They cannot fully be replaced with each other. Some unique patterns for the use of the three above reporting verbs are also identified,indicating the different preferences for English learners and advanced users.

Knowledge-centered translatology posits that translation is a process of globalization of local knowledge, which centers around knowledge construction. Subtitle translation of documentaries exemplifies this interaction and transfer between local and global knowledge. Guided by the principles of truth, virtue and beauty, this paper examines the subtitle translation of the documentary Harmony Between Humanity and Nature and explores the inherent mechanisms of subtitle translation in this work. By analyzing representative cases, we find that some translations of the documentary’s subtitles adhere to the principles of truth, virtue and beauty. Therefore, these translations convey authentic meanings, take into consideration the target audience, and meet the aesthetic standards of the target language. However, others do not follow these principles, which hinders the documentary’s international reach.

Under the guidance of spirits of educators, this article firstly explores the contemporary significance and theoretical basis for the construction of harmonious teacher-student relationships. Then, based on the 14 student-centered principles proposed by the American Psychological Association and the semi-structured interview results with university teachers and students from different regions in China, six major characteristics of student-centered harmonious teacher-student relationships are extracted. Finally, guided by these characteristics, specific strategies for building student-centered harmonious relationships between foreign language teachers and students are proposed from five aspects: educational philosophy, teaching methods, learning environment, emotional support, and evaluation system. This article aims to provide references for foreign language teachers from both theoretical and practical perspectives and further promote the healthy development of foreign language education.

国家意识在新文科外语教育中居核心地位,为大学英语学科发展奠定基石。大学英语教材作为跨文化交流的关键载体,不仅要教授语言文化知识,更要强化学生的国家意识。本研究运用内容分析法,深入剖析《新视野大学英语读写教程》(第四版)中如何体现和强化国家意识。结果显示,该教材在培养爱国情怀和社会责任感方面成效显著,但仍存在价值观分布不均,甚至部分价值取向可能对学生产生负面影响等问题。因此,深入挖掘并优化大学英语教材中的国家意识至关重要,这不仅有助于提升教材质量,更能精准传递国家意识,引导学生树立正确的价值观。

From the perspective of Transknowletology, the paper conducts a comparative analysis of the translator styles exhibited by Ken Liu and Joel Martinsen in the process of globalizing and reconstructing local Chinese science fiction knowledge. The study constructs a self-built corpus of the English translations ofThe Three-Body Problem and The Dark Forest and employs Multidimensional Analysis method combined with text close reading. It is found that both translators adhere to the general organizational form of knowledge typical to science fiction literature, yet significant differences exist in terms of narrative concerns and informational elaboration in the two translations. The fundamental cause of these stylistic differences lies in their distinct translation philosophies: Ken Liu leans towards “cross-linguistic modulation and intercultural dialogue in knowledge translation”, while Joel Martinsen is more inclined towards “translation as an intermediary for knowledge world-sharing”.

With the rapid development of artificial intelligence (AI) technology, its application in foreign language education has become increasingly prevalent, thereby influencing the ecological niche of foreign language teaching. The study aims to explore the potential of artificial intelligence (AI) in improving language learning efficiency, personalized teaching and cross-cultural communication ability by analyzing the current application and outcomes of AI in language learning, so as to explore the application of AI technology in foreign language education and its impact on the ecological niche of foreign language teaching. Based on the survey data of 165 randomly selected non-English majors at a university, it shows that artificial intelligence technology can not only effectively improve the quality of teaching in foreign language education, but also reconstruct the ecological niche of foreign language teaching, improve teaching efficiency and learning effect, thereby fostering the intelligent development of the ecological niche for foreign language learners.

文化自信和课程思政联系紧密、相互促进。文化自信作为课程思政的重要切入点和突破口,能为课程思政提供价值引领、内容来源和素材支撑。文化自信培养融入大学外语课程思政过程中应当遵循“教学目标重点聚焦文化自信培养、内容设计遵循文化自信生成规律、教学过程提供语言思政双重支架、效果评价强调讲好中国故事能力”的设计原则,以提高新时代大学外语课程思政成效,增强当代大学生的家国情怀和文化自信,提升其“讲好中国故事”的中华文化阐释和传播能力。

Ma Jianzhong’s Proposal on Establishing a Translation Academy has its unique status among a myriad of translation thoughts in the Late Qing period. It differs from other proposals of “learning from the West” or “translating western books” but proposes setting up a specialized translation academy to train professional translators, which formulates a systematic training system and shapes a prototype of translation education thought. This paper starts with illustrating the emergence of modern state consciousness in the critical social context, expounds Ma’s state consciousness and its manifestation in his Proposal from three dimensions of origin, orientation and mechanism. It is concluded that the state consciousness in Ma’s Proposal may shed light on contemporary translation education as historical references from three perspectives, namely, the country-dedicated education direction, the ethics-evaluation standards and the state-dominated education institution.

“Yangtao”, firstly recorded in Shen Nong Ben Cao Jing (God’s Canon of Materia Medica), with actinidia and carambola together, is included in Ben Cao Gang Mu (Compendium of Materia Medica). There was a considerable controversy over the origin of the plant “yangtao” after Ming Dynasty. The dispute mainly focuses on whether the origin of the plant “yangtao” is Actinidia chinensis, Averrhoa carambola or something else. It has influenced the English translation of “yangtao” in traditional Chinese classics. Based on the investigation of the English translation of “yangtao” in Shen Nong Ben Cao Jing and Shi Jing (The Book of Poetry), the study elaborates on the origin of the plant “yangtao”, the translation strategies of “yangtao” in non-literary and literary contexts from the perspective of transknowletology and identifies the origin of the plant “yangtao” as Clematoclethra scandens subs. Actinidioides (ACTINIDIACEAE) combined with the botanic binomial system. This paper proposes that in Chinese classics translation practice, the principle of truth, virtue and beauty should be pursued to realize the correct correlation of “name”, “object” and “description”, aiming to promote the communication of local botanical knowledge in different cultural community and the construction of global knowledge system.

The sci-tech achievements made by ancient China are preeminent in the world contributing significantly to the development process of world history. Among translation activities related to science and technology over one thousand years in the past, the translation practices conducted under “National translation programs”, a kind of translation practices that is in the form of officials as well as the agencies or persons on behalf of the officials, have provided a crucial contribution to the exchange of sci-tech knowledge between ancient China with foreign nations and to the domestic development of science and technology. This research takes state translation programs as the theoretical perspective, science and technology translation activities in ancient China as a main investigation clue, official translation agencies as the description object, and knowledge interaction between ancient China and the west as a sub-observation, to examine the causes, historical facts and influences of China’s ancient national sci-tech translation practice. In this way, this research hopes to enrich the writing style and perspective of Chinese scientific and technological translation history and national translation programs history. In addition, the way of “learning from the past and using the accumulated successful method to achieve current goal” can serve as a case enlightenment and historical experience reference for the construction of the current national translation capacity and its subdivisions-national sci-tech translation capacity.

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.

China’s Standards of English Language Ability (CSE) issued by the Ministry of Education of China in 2018 is the national language standard of teaching and testing English in China. The CSE document defines pragmatic competence with an accurate, classified framework. In fact, to cultivate students’ pragmatic competence, the textbooks in use are excellent sources which play a vital role in achieving this goal. EFL secondary students’ L2 pragmatic competence has been groomed in many ways and mostly by means of classroom learning of textbook contents. To date there is still a scarcity of EFL secondary English textbook materials research in regard to how materials play a role in the pragmatic competence of EFL secondary students. By adopting a mixed methodology, the present article reports a comparative study of three publishers’ textbooks of English: one UK textbook (published in 2017) and two of China’s textbooks (all published in 2019). The working analytical frameworks in the present study are based on Searle’s classification of speech acts and CSE. It is found that three publishers’ textbooks have performed differently and each has its merits in certain aspects in providing contents that are helpful to students’ pragmatic competence as well as demerits in lacking of doing so. For example, findings reveal that the UK publisher has excelled in sufficient and all five categories of speech acts in its textbook materials (reading and listening researched only). Based on the specific findings, this article offers realistic implications and suggestions to the three publishers in their future revised editions of English textbooks for EFL students. For instance, it is suggested that Chinese publishers should update its contents to focus on cultivating students’ pragmatic competence of understanding oral description, understanding written description and understanding written instruction.

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.

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.

This paper adopts the methods of combining critical discourse analysis with corpus linguistics, quantitative and qualitative comparison between local textbooks and global textbooks, discusses cultural representation in College English textbooks, and analyzes its impact on cultural representation from the perspective of register type and language characteristics, so as to clarify the differences in structural features and social attributes of language textbooks under different social and cultural backgrounds and guiding ideology. The results show that the local materials reflect the relational thinking of Chinese philosophical thought in terms of subject matter and help to construct foreign language learners’ identities by bringing them closer to learners through dialogical genres and micro-level linguistic features, thereby recontextualizing the language materials in the local materials. On the other hand, local textbooks can be further expanded in terms of subject matter, knowledge, and international perspectives, and they also need to work on how to build China’s image and tell China’s story at the level of national consciousness. This study has implications for the writing, evaluation, and adaptation of foreign language textbooks in the new era.

International language service for time-honored brands is a knowledge ecosystem where dialogues between locality and globality, and tradition and modernity take place. The current study explores the knowledge processing, discourse reconstruction, value creation and knowledge transfer in the ecosystem within the theoretical framework of transknowletology, esp. the principles of real meanings, full preparations and target text aesthetic conceptions, highlighting the double-directional knowledge transfer and the subjectivity of the service team. The study recognizes that the international language service is in nature an innovative knowledge service across national and cultural boundaries that may function as a form of knowledge making, value creation, cultural communication and business consultation.

《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。

Fang Mengzhi is a renowned and respected scholar in translation studies, especially for his dedicated and outstanding contributions to the development of discipline system, academic system and discourse system of Pragmatic Translation Studies in China. Throughout his translation studies and practices, the trichotomy approach of “One Divided into Three” is prominently adopted. This paper reveals the origin, connotation and value of this enlightening approach from both vertical and horizontal research dimensions, and makes a quantitative analysis of the research hotspots and trends of domestic translation studies in the past five years (2019—2023) to verify the forward-looking guidance and vitality of Prof. Fang’s translation thoughts.

Within the theoretical framework of “communicator-modality-context”, this study probes into the interactional relationship between viewpoint shifting and pragmatic empathy in multimodal translation through analysis of Tsai Chin Chung’s classic comic book, Zen Speaks, and its two English versions. It is suggested that viewpoint shifting is a pragmatic strategy that can help realize the translator’s intention and influence the empathetic meaning of a text. In other words, through viewpoint shifting the translator can successfully convert the source text into the target text, specifically to readjust the perception focus, to reconstruct the concept of discourse, to reshape the spatial and temporal context, and to rebuild the subject-object relationship. Such a “Si Chong” pragmatic strategy is conducive to weakening or consolidating the object of empathy, strengthening or eliminating the specific meaning of empathy so as to impress the reader positively. The findings of this research are expected to shed light on ‘telling China’s story to the world’ in nowadays ubiquitous multimodal context.

As crystallizations of the Chinese nation’s way of thinking, spiritual pursuit and values, traditional Chinese philosophical terms are the keys for other countries and nations in the world to understand China’s traditional culture. Based on the historical variability, interpretability and dynamic contextual characteristics of traditional Chinese philosophical terms and enlightened by the research methods of conceptual history, this paper explores the construction of meaning in translating traditional Chinese philosophical terms from the three perspectives of tracing the “root” to translate the core meaning, tracing the “flow” to translate the historical meaning, and clarifying the “context” to translate the pragmatic meaning with some examples of typical Chinese philosophical terms. Only by constructing a multi-dimensional perspective of history, culture and pragmatics for understanding traditional Chinese philosophical terms can we provide sufficient conditions for grasping the true meaning of terms and then translating them accurately.

Innovation should not go to extreme; criticism should not make radical remarks. Linguistic theory has inherited and developed until today via rethought and initiative. The present-day mainstream Cognitive Linguistics (CL) has also undergone the stages of “start, improvement, dominance, reconsideration”. Dᶏbrowska(2016)severely pointed out the seven deadly sins in the paper entitled “Cognitive Linguistics’ Seven Deadly Sins”, which, we think, is extremely inappropriate. She could not see the academic values of CL from the viewpoint of historical materialism: CL has criticized the two modernist great masters Saussurean “linguistic transcendentalism” and Chomskyan “linguistic nativism”, thus bringing linguistic theory into postmodernist era. In academic research, one should not harbor the mentality of “angry young cynic”, but pursue the path of “inheritance and development”. CL’s shortcomings are not at all seven deadly sins listed in her paper, but can be remedied by Embodied-Cognitive Linguistics, with the two terms “embodiment (ti)” and “cognition (ren)” emphasizing materialism and humanism in linguistic research. The present paper also thinks that we should hold postmodernist “View of Elephant and Leopard” and “Pluralism”, neither restricted to a single idea, nor influenced by extreme remarks, but with a standpoint of “long and wide view” and “inclusive and convergent attitude” so as to continuously promote a healthy progress of disciplinary construction.

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.

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.

The concept of thing-in-itself was proposed by Kant to define the boundary of human rational cognition. Whether it exists or not is neither verifiable nor falsifiable, and human rationality cannot reach it, thus becoming an unresolved issue in the philosophical field. Can we imagine, present, and touch thingness (thing-in-itself) through literary narrative? This is the focus of Professor Tang Weisheng’s original and insightful thinking in his book A Study on Narrative of Thingness. The book breaks the bias of anthropocentrism and returns to thingness, exploring how literature imagines thing-in-itself from the perspective of narratology. It provides specific critical perspectives, methods, and paths for text interpretation, as well as macro theoretical categories and models for post anthropocentric narrative research. It is perhaps the very first attempt, both in theory and critical practice, towards the interpretation of narrative of thingness, which not only leads the domestic research, but also attracts much attention from international scholars on narrative.

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.

本研究聚焦于培养能够与医疗领域人士协同工作的语言服务人才,整合医学教育中的“跨专业教育”理念与建构主义视角下的基于项目的学习,提出基于项目的跨专业路径,并通过案例对其进行观察、分析和系统研究。研究运用问卷调查、开放式问题、访谈采集数据,分析该路径的特点、优势与劣势,最后讨论同堂学生、医生、教师互动关系。以期能由此探索新型人才培养模式与教学方法,结合业界需求与使用情境,通过产学研用一体化,运用知识生产新模式推动教育模式和行业实践的变革。

Due to insufficient attention from academia, the differences between ancient Chinese translation(Yi译) activities and modern translation have not been fully explored. In fact, ancient Chinese translation activities have often been confined to “linguistic and semantic exchanges”, an observation made from a modern perspective. Rewriting Chinese Translation History not only locates the activities in this way, but also misquotes ancient texts in such a way that they are untenable. Returning to the historical scene, in the Fangyan (Dilects), the term 传 in “译,传也” should be read as “zhuàn”, meaning 驿(courier stations). In the “The Historical Records of Dawan” from Shiji (The Grand Scribe’s Records), the 绎in “daoyi”(导绎) means 译 (interpreting or translating) and is the phonetic loan character of 驿(courier stations). In the Han Dynasty and the Three Kingdoms period, the name of the official interpreter was “Shi Yi”(使驿). These historical materials and their interpretations tell us that ancient Chinese译 was primarily an official activity centered on “Yizhan”(驿站, courier stations), aimed at “education”, and “chongyi”(重译)emphasizes this even more. The latter did not aim at linguistic relay interpreting, but information transmission from one “Yizhan” to another that ultimately reaches the center, indicating political activities of “paying allegiance to the central state” from all directions. Exploring ancient translation activities requires an approach focused on “character-based”, with the key being the benevolent thoughts reflected in “Ziru”(multiplication of characters).

The emergence and development of both Chinese and Western philosophy are inseparable from the questioning of knowledge, which has promoted not only the production, dissemination, and application of new knowledge, but also the cultural exchange, mutual learning among civilizations, and the increasingly rapid progress of humanity. In this process, cross-linguistic, cross-cultural, and cross-civilization knowledge translation has played an unparalleled role. However, there are few achievements in philosophical discussions on “zhi” & “shi” and knowledge translation. Therefore, this paper attempts to discuss the Chinese characters “zhi” & “shi”, the English word “knowledge”, the evolution of meanings, the relationships between knowledge view and knowledge, “zhi” and “shi”, morality and wisdom from the perspectives of Chinese as well as western philosophy. On this basis, the author further discusses the relationships between “zhishi” and truth, “zhishi” and truth-seeking, as well as wisdom and goodness, hoping to help Transknowletology transmit from locally to globally as a new branch of universal translation studies.

本文借助CiteSpace可视化工具对近三十年国内马克思主义翻译研究相关文献进行内容挖掘与数据分析,并以知识图谱形式加以呈现,旨在发现“马克思主义翻译”研究现状及未来研究趋势。研究发现:马克思主义翻译研究总体呈现增长趋势,研究主题具有多样性,但跨机构、跨学科的交叉研究相对较少。研究认为,未来马克思主义翻译研究应加强不同领域学者、学科及机构的交叉合作,创新研究方法,进一步注重翻译研究的时代价值。

In the context of the new liberal arts education, Internet technology has deeply integrated into the field of foreign language teaching. The blended-teaching mode based on “Internet+” has become one of the new forms of foreign language course instruction. Constructing an evaluation-model for the effectiveness of blended-teaching and extensively utilizing Internet media for evaluation activities are not only fundamental requirements for assessing students’ learning outcomes and achievements in foreign language teaching, but also align with the basic research needs in the emerging secondary discipline of Foreign Language currently—“Foreign Language Education Studies”, promoting the enhancement of foreign language course instruction. Consequently, to effectively evaluate blended-teaching effectiveness, this research adopts a perspective rooted in foreign language education studies, constructing an evaluation-model of blended-teaching effectiveness, analyzing its practical pathways, and promoting the efficiency of “teaching” and “learning” in foreign language instruction through “assessment” in teaching. This aims to enhance the application of blended-teaching modes and their evaluation mechanisms in foreign language education.

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.

Translation is a mapping and exchanging process of local knowledge in languages. Transknowletology, placing translation within different knowledge communities, focuses on the global transformation of local knowledge. The English translation of the Chinese Marxist works Selected Works of Mao Tse-tung is a state translation program and an active act to have a dialogue with global knowledge. Starting from the three elements of knowledge, language, and translator in transknowletology, this article explores the global transformation of local knowledge in the English translation of the Chinese Marxist works Selected Works of Mao Tse-tung, and strengthens the positive promotion of Chinese Marxism in the world.

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.