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

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

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

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

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

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

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

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.

Children’s picture books are important resources and tools of children’s education. Based on the identity discourse construction theory, this paper uses visual grammar as a theoretical framework, selecting 30 Caldecott Award-winning picture books related to fatherhood as the corpus. It employs the three subsystems of interpersonal meaning in visual grammar: the focus system, the emotional system, and the atmosphere system to explain the construction of fatherhood identity. The research finds that the types of fatherhood can be divided into two main categories: interactional identity and personal identity, encompassing both positive and negative aspects, with the former being significantly more prevalent than the latter. The multi-dimension of fatherhood reflects changes of father identities, the diversity of intimate relationships and the redefinition of masculine traits and fatherhood. This study aims to provide an academic reference for the research of children’s picture books and the creation and promotion of local ones.

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.

Chinese mythology, as a vital cultural gene, has exerted profound influence on the formative process of Chinese civilization. While Chinese myth studies constitutes a vibrant and evolving academic field, research on its translation remains at its preliminary stage. This study, employing primarily qualitative methods, critically examines the current state of Chinese myth translation research, and identifies its key limitations. Building upon this analysis, it proposes and originally argues for the “Concept of General Chinese Myth Translation”. Grounded in indigenous Chinese mythological scholarship, this Concept draws upon the foundational idea of “General Chinese Myth” as its conceptual bedrock, while referring to the inherent logic that underpins the latter’s landmark impact on the development of Chinese myth studies. Within this framework, the paper defines the scope of textual objects for “General Chinese Myth Translation Studies”, discusses its holistic research transformation, and offers basic research dimensions to promote the systematization of the field as a whole.

Technical terms in Tian Gong Kai Wu are essential carriers of ancient Chinese sci-tech culture. With the combination of the evaluative model based on translator behavior and the perspective of “thick translation”, this paper describes and compares the translators’ behavioral dispositions of the English version by E-tu Zen Sun and Shiou-chuan Sun on the notes of technical terms. It is concluded that the behavioral dispositions of Sun’s on the notes concerned are categorized into three types, containing intra-pragmatism, intra-extra-pragmatism and extra-pragmatism based on intra-truth-seeking due to the confinement of internal and external translation factors. It is noted that intra-translation behavior occurs in both internal and external texts, in which notes in external texts are information-oriented, containing explanatory notes, referential notes, comparative notes, explanatory misinterpretations or the mixture; while extra-translation behavior occurs mostly in external texts, in which the notes are research-oriented, containing exploitative notes, evaluative notes and controversial notes. Based on this research, extensions could be made in both the subjects of studies on English versions of Tian Gong Kai Wu and the theoretical framework.

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.

为了科学有效地考察诗歌翻译在文本内外层面的意义是否转移到了目的语中,本文从知识翻译学出发,聚焦诗歌知识的人文性、社会性和科学性,构建了诗歌翻译评价的知识模型,提出了真善美的翻译评价标准。随后选取了日本著名俳人松尾芭蕉的名作《閑かさや》及Donald Keene的译文来检验评价模型的有效性。通过验证发现,Keene的翻译在诗歌知识的跨语言转移层面取得了成功,在诗歌意义的跨文化接受层面也取得了一定的成功,证明了该模型的科学性和有效性。另外还发现,Keene的译文在文本外层面取得的成功,主要得益于俳句在西方世界的百年传播,使得源语读者与目标语读者共享了与俳句有关的知识,打破了社会文化的不可通约性,跨文化传播取得了较好的成效。

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.

As China’s knowledge production expands, the demand for the globalization of local knowledge intensifies, promoting deeper and more diverse engagement. Cross-cultural scholarly communication creates opportunities for local knowledge to enter the global system, yielding remarkable results. Translation plays a vital role in facilitating scholarly communication by mediating differences between local and global discourse systems. This process addresses incongruencies in knowledge traditions, cultural contexts, and discourse styles, challenging translators to make careful choices that weigh potential losses against gains towards effective communication. Consequently, they often find themselves in a dilemma between preserving local traditions and embracing innovation.

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.

Based on a diachronic review of cultural studies in translation, this paper points out that the “cultural issues” in translation studies can be categorized into three types: “inter-textual”, “extra-textual”, and “post-textual”. Inter-textual studies focus on cultural meanings or nuances transferring between texts of different languages, extra-textual studies examine the various sociocultural contextual factors surrounding translation activities, and post-textual studies concentrate on the impact and effects of translational products in the sociocultural context of the target language. Together, these three aspects constitute the translational cultural system. The author suggests that research on cultural issues in translation studies should be precisely situated and adhere to three principles: a systematic perspective, a holistic view, and an integrative approach.

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.

讲好中国故事、加强我国对外语言服务能力建设是提升我国综合实力的重要任务,需要培养大批具有批判性思维能力和跨文化能力的外语人才。文章探讨批判性思维能力和跨文化能力融合培养的必要性和可行性,以多元读写理论和批评话语分析为理论框架,构建“讲好中国故事”教学模式。通过教学案例详细阐释两项能力融合培养的课堂教学改革模式,并检验该教学模式的效果。 结果显示: 该教学模式增强了学生的文化意识和敏锐的洞察力,提升了学生的跨文化交流能力和话语能力,提振了国际传播的信心。研究结论对外语教学中培养学生的跨文化能力和批判性思维能力具有一定启示。

近年来,越来越多的中国高校正在从大学通用英语向学术英语的课程范式转型,但鲜有研究探讨课堂环境对本科低年级学术英语学习的影响。本文采用问卷调查和半结构访谈,对上海某理工大学911名非英语专业低年级学生进行调查,结果发现:(1)学生对学术英语课堂环境整体感知和评价较好,不同语言水平学生存在显著差异特征;(2)学术英语课堂环境感知与学术英语学习结果呈显著正相关。研究建议构建与学生学术认知相匹配的、多层次互动的课堂环境,以激发学生学习兴趣、提升学习效能感。

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.

The focal point of knowledge translation history rests with the translation in knowledge development, and it gives equal consideration to the internal and external history of translation. Therefore, this paper explores the modern chemical historian Lu-Ch’iang Wu’s English translation of Baopuzi Neipian from the perspective of knowledge translation history, trying to uncover the inter-lingual processing, reconstruction, and dissemination of Chinese ancient alchemy knowledge. It is revealed that Wu aims to promote the global dissemination of ancient Chinese chemical history, and he adheres to a truth-seeking attitude to select the Chinese version. He also emphasizes the preservation of cultural heterogeneity in science-related historical materials and balances the Western readers’ expectations. His deed should be highlighted in the translation history of Chinese science, and he contributed to the disciplinary history study of Chinese science and civilization internationally. It is thus advocated that knowledge translation history should be valued for the study of English translation history of Chinese scientific and technological classics, thus revealing the global significance of Chinese science knowledge translation from a broader historical perspective.

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”.

In the past two decades, the German language major in China has experienced an awkward situation from being “eagerly sought after” to being “sneered at”. Now it is facing unprecedented crises and challenges such as “suspension of enrollment” and “revocation”. The survival crisis of “Double Non” local universities, which do not have advantages in terms of student sources and faculty, is even more severe. The formal establishment of foreign language education studies as a secondary discipline of foreign language and literature has brought a new opportunity for higher foreign language education to reflect on the quality of talent cultivation and find a professional connotation based development path. The quality of foreign language education is reflected in the quality of foreign language talent cultivation, by developing a survey questionnaire on the employment quality of fresh graduates, a survey was conducted on the employment quality of German undergraduate students from 31 “Double Non” local universities across the country. The survey results show that the employment quality is relatively good for the students from “Double Non” local universities that was selected for the “Double Ten Thousand Plan” first-class undergraduate major construction site; while the employment quality of the graduates from universities which were not selected for the “Double Ten Thousand Plan” is worrying. This is reflected in two aspects: on the one hand, nearly half of the graduates cannot pass the PGG exam. On the other hand, graduates face problems such as low employment rates, poor employment prospects, and low professional matching degree. In view of this, “Double Non” local universities should position German majors as application-oriented under the theoretical guidance of foreign language education studies, and cooperate with German universities to carry out application-oriented German talent cultivation.

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.

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.

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.