Language and social development are intertwined, with legal language serving as the cornerstone of China’s legal system and cultural construction. The establishment of a socialist legal system with Chinese characteristics in the new era is heavily reliant on the support of the language of the rule of law. This paper introduces a novel concept, namely the language of the rule of law, from the perspective of language governance, which expands on the central concept of legal language. The language of the rule of law embodies deeper thinking and an in-depth approach to the rule of law, with a broader scope of application than simply legal language itself, and represents an overflow phenomenon of legal language. In order to shape the image of China as a country ruled by law and to tell its story, the planning and research of legal foreign languages are indispensable. Strengthening the study of the language of the rule of law has immense significance for advancing the construction of China’s rule of law system, enhancing its international discourse power, and promoting the construction of a community with a shared future for mankind.

Multimodal diplomatic discourse plays a pivotal role in promoting diplomatic ideologies, advancing diplomatic endeavours, and shaping national images. Conducting research on multimodal diplomatic discourse is extremely important for enriching the understanding of diplomatic discourse studies and for deepening the exploration in this domain. This paper is based on an analysis of the classification of multimodal diplomatic discourse, and describes its distinctive features and the underlying translation principles. The key characteristics of multimodal diplomatic discourse encompass its political nature, multimodality, visualisation, compatibility, and interactivity. These attributes have a profound influence on the principles that guide the translation of multimodal diplomatic discourse. Given the objective of constructing effective multimodal diplomatic discourse, translation should adhere to the principles of fidelity, coordination, and cultural adaptability to ensure the accurate and comprehensive communication of meaning.

Utilising the three-dimensional discourse analysis model of Fairclough (1992), this paper focuses on a corpus-based examination of the linguistic characteristics of Singapore’s diplomatic discourse and an analysis of the depiction of China via the collocations and concordances of the word “China”. The results of critical discourse analysis revealed that China is perceived politically as a responsible major nation that exerts a positive influence on international and regional affairs. Economically, it is a close and amicable partner to Singapore, boasting a robust economy with a vast market and a favourable business environment and, as a nation, while it is encountering developmental challenges, it has the confidence to overcome them. Furthermore, China’s image is influenced by Singapore’s diplomatic strategies, its interest demands, and its Eastern values. This study highlights the importance of discourse in image construction and provides academic support for the promotion of China’s image.

With the gradual implementation of the “Four New Disciplines” Construction that encompasses new engineering, new medical science, new agriculture, and new liberal arts, teaching and learning reforms have set higher standards for materials use. Effective materials use plays a vital role in the development and cultivation of top talents against the backdrop of the “Four New Disciplines” Construction. Addressing the challenges associated with practical materials use, this study explores how English language teachers can interpret and adapt textbooks. It first illustrates four key aspects of textbook interpretation: compiling principles, theme selection, input material, and activity design. Furthermore, it discusses how to adapt textbooks in alignment with teaching practices while adhering to key principles. This study aims to provide insights into more effective consumption of materials, fully achieving educational goals, and advancing the “Four New Disciplines” Construction.

Due to the positive turn in second language education, the multidimensional concept of “flow” has attracted the attention of researchers in this field. Flow not only positively influences learners’ academic achievements, engagement, and well-being, but also has profound implications for second language teacher education. In this article, Flow Theory is introduced by explaining its concept, components, and model. The current state of flow-related research in the context of second language teacher education is then reviewed. Building on existing research findings in the field of second language education, the implications of Flow Theory for teacher education are explored. Future research endeavours could investigate the antecedents and consequences of teachers’ “flow”, as well as the interactive mechanisms of flow between teachers and students, thereby providing novel perspectives for the professional development of second language teachers and the enhancement of teaching effectiveness.

In recent years, research on teachers’ psychological development has gained significant momentum within the field of foreign language teacher education. As a pivotal component of teacher development, teacher immunity serves as a crucial metric for assessing teachers’ mental well-being and promoting their overall psychological health. The concept of teacher immunity is provided first in this paper, followed by an overview of the current state of research in this area. Recommendations for future research are then provided, encompassing research content, perspectives, and contexts, with the aim of enriching the understanding of foreign language teacher immunity and fostering the professional growth of foreign language teachers.

The relationship between resilience and emotion regulation remains a crucial yet insufficiently explored domain within foreign language education. This mixed-method study investigated the interplay between these psychological constructs amongst English teachers in Chinese senior high schools. The findings indicated that, on average, these teachers demonstrated high levels of both resilience and emotion regulation, with each sub-dimension exceeding the norm, albeit with individual variations. A notable positive correlation between resilience and emotion regulation was evident. This study’s findings emphasise the importance of addressing teachers’ emotional well-being and the necessity of cultivating an ecological environment that promotes the development of both resilience and emotion regulation skills.

Creating a high-quality teaching workforce is crucial in building China into an education powerhouse. In the new era, the emergence of novel liberal arts, the integration of ideological and political curricula, and the digital transformation of education pose fresh challenges to the professional development of foreign language teachers. An exploration of the new connotations of professional development for foreign language teachers in universities within the context of the new era is presented first via a literature review. Data were gathered via questionnaire surveys and interviews to assess the current status and influencing factors of professional development amongst foreign language teachers at colleges and universities in China. The study’s findings revealed that teachers generally acknowledged the interdisciplinary nature of foreign language disciplines and XXXtilizatio the importance of course-based ideological and political education, as well as digital literacy. However, there is still scope for improvement in conducting interdisciplinary research, implementing course-based political education pathways effectively, and improving digital teaching capabilities. Furthermore, the factors that influenced teachers’ professional development encompassed both internal and external dimensions. Internally, the six dimensions were career development stages, educational background, research interests, knowledge structure, teacher cognition, and individual agency. Externally, the three dimensions were academic leadership, the selection and XXXtilization of teaching materials and methods, and the developmental environment of the foreign language discipline. Lastly, based on the requirements and concepts pertaining to teacher development in the new era, practical suggestions to bolster the comprehensive literacy of foreign language teachers are offered with the aim of providing insights for promoting teachers’ professional development.

Although widely used, the licensing conditions for nominal independent clauses remain unresolved. The grounding theory provides a new analytical approach to solving this problem. Based on this theory, the concept of “quasi-grounding elements” for Chinese nominal independent clauses is proposed in the present study, and the licensing conditions as well as the cognitive motivations for different subtypes of nouns have been explored. The main research findings are as follows: Firstly, the licensing condition for a monosyllabic proper noun is that it should be grounded with quasi-grounding elements such as a title, and the licensing condition for an individual noun is influenced by the means of construal. Secondly, material, abstract and collective nouns cannot stand alone in the same way as a sentence does, except if they are in the form of boundarization or appear in the modifier-head construction. The novelty of this study is that it not only solves the long-standing problems regarding the licensing conditions for nominal independent clauses, but also contributes to the exploration of licensing conditions for other parts of speech.

This paper presents an investigation of Chinese freshmen’s English receptive collocational knowledge and its relationship with vocabulary breadth knowledge and lexical frequency using the British National Corpus-based vocabulary size test and a collocational knowledge test. The results revealed that the participants had poor performances in English collocational knowledge, which lagged behind the development of vocabulary size, there was a relatively high correlation between receptive collocational knowledge and vocabulary size (r=0.51) although the correlation was not significant for the low vocabulary group, and there was a low correlation between receptive knowledge and lexical frequency (word frequency and collocational frequency) (r=0.21); for high vocabulary size group, the correlation was slightly higher than it was for the low vocabulary size group. The results revealed the neglect of collocation when teaching English vocabulary at primary and high schools, which suggests that a fundamental change is needed in English teaching pedagogies in the initial stages by moving from “grammar+words” model towards “focusing on collocation” teaching, and that sufficient language input should be provided to enhance the frequency effect of collocation.

This paper presents an analysis of the important function of metonymic mechanisms in the translation process of literature of the Communist Party of China (CPC) based on the cognitive view of metonymy. The findings showed that metonymy is closely related to the generation and interpretation of source language (SL) texts and to the construction of target language (TL) texts. Based on different idealised cognitive models (ICM), the two conceptual configurations related to metonymy-producing relationships (i.e., ICM and its parts are mutually referential, and the parts of an ICM are mutually referential) can lead to a variety of contiguous relations, which can help translators to interpret SL texts more accurately and can provide them with various metonymic processing means to construct TL texts. Translators can find interlingual conceptual entities that share identical or similar embodied cognition with proper contiguous relations, which will provide the cognitive basis for the achievement of acceptability, linguistic economy, and political fidelity of the TL texts.