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.

Drawing on the theoretical framework of transknowletology, this study investigates the application mechanisms and effectiveness of parallel corpora in translating legal terminology from The Civil Code of the People’s Republic of China (hereafter the Civil Code). By constructing a Chinese-English parallel corpus and comparatively analyzing four authoritative translations (from the Legislative Affairs Commission, HeinOnline, the NPC official website, and PKU Law Database), the research yields the following findings: At the linguistic level, all translations show considerable consistency in basic lexical and syntactic features, effectively reproducing the stylistic conventions of legal English. While variations exist in the usage of high-frequency formulaic expressions, overall adherence to the target language’s legal textual norms is evident. Regarding key civil subject terms, translators predominantly employ literal translation for terms with direct equivalence to ensure conceptual accuracy. For culturally specific or conceptually non-equivalent terms, translators adopt explanatory translation strategies to reconstruct cross-system legal knowledge, aiming for functional equivalence in the target context. The findings demonstrate four critical functions of parallel corpora: providing normative references, identifying conceptual gaps, assisting translation strategy selection and validation, and maintaining terminological consistency. These functions enable translators to overcome systemic legal differences and realize accurate conceptual transmission and functional equivalence under the principles of accuracy, appropriateness, and stylistic conformity. The research offers corpus-based approach for translating the Civil Code and enriches the theoretical research of legal translation from a transknowletology perspective.

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.

The 24 Solar Terms, as an outstanding traditional Chinese culture and a UNESCO Intangible Cultural Heritage of Humanity, hold crucial significance in their English translation for promoting international dissemination of this calendrical knowledge. Nonetheless, there has not been a universally accepted and adopted English translation version. Transknowletology clears that the essence of translation lies in the transfer of knowledge and views translation as a process of global recognition of local knowledge, which not only creates a new path for translation studies, but also provides methodological guidance for translation practices. This study, grounded in Transknowlogy and guided by its translation principles of “truth, virtue, and beauty”, examines the similarities and differences, merits and demerits of five representative English translations of the 24 Solar Terms. Through comparative analysis, it proposes optimized translation recommendations conducive to knowledge transfer, aiming to enhance global recognition of this temporal knowledge system and facilitate the international dissemination of traditional Chinese culture.

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.

With the rapid development of educational robotics technology, numerous empirical studies have explored its applications in higher education. This paper provides a systematic review of 41 empirical studies on the use of educational robots in higher education, analyzing them from five dimensions: the distribution of academic disciplines;the types, functions, and roles of robots in educational settings;the purpose of robot applications;the types of data collected and the reported effects of robot applications;and the identified issues and challenges. The analysis revealed five major academic disciplines, four types of robots, three application roles, four application purposes, five types of research data, four aspects of application effects, and three categories of issues and challenges across the studies reviewed. Based on these findings, this paper further explores the prospects of educational robots in higher education, with the aim to provide directional guidance for future research and practice.

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.

In the context of digital intelligence, smart learning tools have become powerful assistant for college students in their English learning process. This study focuses on the application of smart learning tools in college students’ English learning and the factors affecting their English learning efficiency, which aims to explore the path of smart learning tools empowering college students to improve their English learning efficiency. After two semesters of empirical research and data analysis of non-English majors in the host university, this study found that the seamless access and personalized customization of smart learning tools not only enhanced the learners’ autonomous and collaborative learning ability, but also had a positive contribution to the improvement of the efficiency of English learning in university by virtue of its convenience and rich learning resources. However, the relatively weak self-control ability of college students, the need to improve teachers’ concepts and digital literacy and the lack of intelligent learning environment largely affect the efficiency of English learning. To address these issues, this study puts forward suggestions to help students use smart learning tools in a scientific and rational way from the perspectives of college students, teachers and smart learning environment in colleges to maximize the efficiency of English learning.

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.

With machine translation post-editing becoming an important link in the language service industry, the cultivation of post-editing talents has become an important topic in translation studies. Research on the post-editing teaching started earlier in foreign countries, while domestic research is almost in a gap. Based on the curricular in foreign universities and guided by the three-dimensional model of post-editing competence constructed by Feng Quangong, this study explores the practical significance of post-editing teaching on improving post-editing competence with teaching practice. This study conducts questionnaire survey and interviews on students of translation technology course in an applied university in Shanghai. The results show that: (1) Machine translation post-editing has great development potential and prospects, so it is necessary to set up an independent course for in-depth learning; (2) After teaching, the students’ overall mastery of post-editing competence is good, but the performance of various dimensions is uneven, showing the characteristics of “strong knowledge competence, weak cognitive competence, and lack of technical competence”; (3) Cognition has the greatest influence on improving post-editing competence. This paper, taking the above as the basis, puts forward suggestions on the teaching from the aspects of content, methods and mode in order to achieve better teaching results.

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.

Based on Appraisal Theory and the TCFD framework, this study conducts a textual analysis of climate-related information disclosures from 12 Chinese listed new energy vehicle (NEV) companies using the UAM Corpus Tool 2.0. The analysis focuses on evaluative themes, attitudinal resources, and polarity distribution. Findings show that Chinese NEV companies mainly disclose themes related to governance mechanisms and strategic planning, using judgment resources-resilience and appreciation resources-reactivity to positively evaluate the company’s moral qualities, capabilities, and practical achievements. However, they negatively evaluate the climate-related impacts in strategic planning. Additionally, disclosures regarding corporate adaptive capacity in strategic planning are insufficient. The results offer important insights for corporate ESG discourse practices and business English teaching.

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.

Legal translation holds a pivotal position in the development of the international rule of law, functioning as a channel for the cross-legal system and cross-language communication of legal knowledge. From the perspective of Transknowletology, legal translation encompasses not only the processing, reconstruction, and communication of legal language and cultural elements, but also manifests the transformation and integration of knowledge localization. Language serves as the medium through which law is articulated and preserved. Certain legal terminology has persisted since ancient times, which is a phenomenon ubiquitous across legal languages globally. The use of Archaic Words within legal language is particularly prevalent, underscoring the formality and authority of the law, which makes them harder to translate. This paper delves into the translation level of knowledge and the knowledge level of translations embedded in Archaic Words from the perspective of Transknowletology. The former, the translation level of knowledge, pertains to the language knowledge level, which encompasses precision, formality, historicity, and logical coherence in Archaic Words. The latter, the knowledge of translation, aims to the skills knowledge level, including translation methods, such as literal translation, free translation, and addition and omission. The goal is to forge an interface that fosters a positive interaction between the translation level of knowledge and the knowledge level of translation, thereby furnishing comprehensive and multilevel knowledge support for legal English translation endeavors.

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.

One of the primary concerns in corpus linguistics is phraseology. This study first gives an extensive review of previous studies on phraseology in corpus linguistics, and then proposes a new approach to corpus-based phraseology studies, i.e., the Part-of-Speech (PoS) gram procedure. After giving a brief introduction to its definition and key features, this study also addresses the implications of this approach in four different fields of study, including the extraction and analysis of phraseologies, the function of phraseologies, textual studies, and language teaching and learning. It is argued that although this approach has long been ignored in international and domestic linguistic studies, it can provide phraseology studies with new perspectives, new tools, and new findings, which can be a useful supplement to existing approaches and worthy of further exploration and application.

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.

By means of quantitatively analyzing language data, corpus stylistics aims to explore the style of literary work. In some degree, however, this kind of study neglects the richness of meaning constructed in the literary work. The textual perspective of meaning analysis in corpus linguistics sheds light on new paths of corpus-based literature study. From the textual perspective, we can observe and analyze relationship of the roles and the line of development hidden in a fiction, and therefore obtain a completely new interpretation of the meaning conveyed in the fiction. Sinclair & Mauranen (2006) proposed the notions of discourse object and discourse incident which can be applied to the interpretation of meaning in literary texts. Hailsham is the center of fictional world constructed in Kazuo Ishiguro’s fiction Never Let Me Go and the depiction of it runs throughout the whole fiction. The previous studies on Hailsham mainly focus on its humanizing education and the analysis of its failure, neglecting the exquisite subtlety in meaning of Hailsham. This study employs the ideas of discourse object and discourse incident to analyze how Kazuo Ishiguro constructs the semantic network of Hailsham and gives distinctive personality and souls to the characters in spellbinding detail.

Peer learning, as an important means to promote students’ deep learning, is a consensus in both Chinese and Western educational cultures. Currently, there is a tendency to trace back only to Western theories, such as social cultural theory and interaction theory, when discussing peer assessment to promote learning. It is crucial to draw nourishment from Chinese learning culture to provide cultural insights from China for the international development of peer assessment research, thereby promoting mutual learning and exchange in language education. This article aims to trace the origins of peer assessment by reviewing the traditions of Chinese learning culture. Following the development trajectory from ancient times to the present, it traces the main related peer learning cultures back to Confucius’ theory of peer learning, the theory of shared appreciation and critique of poetry and prose, as well as the culture of critique and self-critique in revolutionary periods. These cultural traditions provide an ideological foundation for the value and principles of peer assessment in Chinese education and offer traditional nourishment for the practical approaches and methods of peer assessment teaching.

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.

As an important daily word to express requests and politeness, please is often ignored or improperly used by Chinese students due to cultural differences. Based on the idea that the actual use of please by native speakers should be taken as a reference in second language pedagogy, this study analyses data from the Spoken BNC2014. By statistical means including log-likelihood, Spearman correlation and logistic regression, this study explores the effects of gender, age and social class on the frequency of please usage, as well as British English speakers’ choice of sentence type and intra-sentence position. Results show that, intralinguistically, interrogative sentences tend to be paired with sentence-final please; while extralinguistically, females use please more frequently, while males tend to use please in the initial position of imperative sentences; teenagers use please most frequently and prefer to apply interrogative sentences; middle-class speakers use please more frequently than other classes. This study further elicits native English speakers’ choices of please sentential position and sentence type in real life, and proposes a teaching scheme of please explicit and implicit instruction, which shows significance in Chinese students’ pragmatic competence improvement in terms of English request.

Sequence of tense (SOT) is the phenomenon whereby the tense of the embedded clause is made to match that of its main clause. The paper deals with SOT in the complement clause in English from the perspective of syntax. An ambiguity arises when both the main clause and the complement clause are in the past, in which the past-shifted interpretation and the simultaneous interpretation are yielded. The predicative theory of tense has been employed to give a principled account of how the ambiguity is derived in the complement clause. The research shows that the central aspects of the syntax and semantics of tense can be seized by independently motivated general principles of syntactic theory so as to dig out the inner laws of tense agreement in English.

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.

Different from philosophies that guide foreign language skills training and foreign language teaching, the philosophy of Content and Language Integration (CLI) has great potentials in improving learners’ foreign language proficiency and developing learners’ content-area knowledge, abilities and competencies simultaneously, and it has unique strengths in guiding the development of foreign language teaching (FLT) materials. This article analyzs different philosophies that guided the development of FLT materials, summarizes the experience of CLI-guided material development, and presents five principles that may guide the development of content and language integrated FLT materials. It is hoped that the experience and the principles can shed some light on the development of FLT materials and the improvement of foreign language education.

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.

Founded in 1932 in Shanghai, a hub for the dissemination of both Chinese and Western learning, the magazine Les Contemporains(1932—1935) has long been regarded as the stronghold for the translation of Western modernism into Chinese in the 1930s. The translation practices of this magazine have played a positive role in the introduction and dissemination of world modern literature in China. Studying it from the perspective of media can further uncover its value beyond literary and translation history, providing a model for the modern development of domestic periodical publishing in the new era. The article takes the translation practices of the magazine as its research object. By examining its translation motives, translation process, and the organizational forms of its translation practices, the study explores how the magazine created a space for the reading and dissemination of world modern literary and artistic information and constructed a mainstream model of modern media consciousness under the unique media context of the 1930s. This model represents the awakening and application of modern media consciousness by periodical translation groups, making an important contribution to shaping the modern perception of media means and tools among the Chinese people.

Transknowletology, an emerging field that bridges translation practice and knowledge transfer on the basis of the constructiveness of translation and mobility of knowledge, examines how local knowledge disseminates globally through translation and contributes to the construction of the world knowledge. Literary translation has a socialized function of knowledge transfer, facilitated by the aesthetic value of literary works. Similarly, legal literature translation involves the exchange of different countries’ original legal knowledge across languages, cultures and legal systems. Drawing upon the Law and Literature Movement and its “law in literature” approach, this paper clarifies legal literature’s nature and the translator’s role as the knowledge communicator, and explores the legal knowledge transfer in literary translation with Shapiro’s translation of Shuihu Zhuan as a case. It is shown that thanks to the knowledge accumulation concerning traditional Chinese law and culture, Shapiro not only shows the awareness of Lige (Standardization), expounding on the legal knowledge and cultural connotations in the source text, but employs the strategy called Chuanyi (Communication), omitting obsolete or negative legal information to reconstruct the image of traditional Chinese law. Shapiro’s translation of Chinese legal literature is conducive to redefining the contemporary value of traditional Chinese legal knowledge and rule-of-law scenarios, laying the foundation for telling the story about China’s rule of law and reshaping the image of China under the rule of law.