In his speech at Oxford University, Hinton introduced the basic principles of artificial neural networks while also criticizing Chomsky’s stimulus poverty theory. This article points out that the way in which “digital intelligence” learns language is not exactly the same as the way in which humans learn language. While human language acquisition involves both innate and acquired factors, digital intelligence needs to learn from large-scale language data and does not encounter the issue of stimulus poverty, as it lacks innate factors. However, we cannot deny the existence of stimulus poverty in human language because digital intelligence does not have this issue. We cannot equate digital intelligence with human intelligence; nor can we neglect the differences between them.

The focus in the present article is on the exploration of how social semiotics can be applied to the construction of multimodal discourse through disciplinary semiotics and transdisciplinary semiotics in applied semiotics. The relationship between social semiotics and applied semiotics is discussed first, followed by an exploration of disciplinary semiotics and transdisciplinary semiotics in the field of applied semiotics, as well as their relationship with multimodal discourse studies. Finally, how social semiotics can solve the related problems through the integration of modes on the transdisciplinary platform and the creation of an implementation framework for the construction of multimodal discourse is proposed. The findings revealed that, as a branch of general semiotics, social semiotics can be employed to solve problems within and between disciplines through transdisciplinary platforms on the basis of its feature of appliability, which can be implemented through the integration of modes, resulting in the construction of multimodal discourse.

In this article, the topic under discussion is once again “extra-translation” from the perspectives of the scope in translator behavior studies in the light of translator behavior criticism, the extra-translation agents and the classification thereof, the extra-translation agents in the translation process, and extra-translation as part of translator behavior studies as the overall field of research. Not only is the scope in translator behavior studies developed in this article, but ideas concerning human orientation and interactions are also presented. This article will be helpful for describing the translation process as part of process research and enhancing the operability of translation criticism.

The systematic and theoretical expressions of discourse on the rule of law with Chinese characteristics embody China’s legal wisdom, rule-of-law thoughts, and values. The translation and dissemination of these expressions play a significant role in shaping the Chinese image of the rule of law, constructing a holistic discourse system, and extending the impact of the rule-of-law discourse. In light of this, the connotations and features of the rule-of-law discourse with Chinese characteristics, based on the chapters related to the rule of law in the four volumes of Xi Jinping: The Governance of China, are explored in this paper with a particular focus on examining the application of the strategies of standardization and communication in the translation of rule-of-law discourse. The aim is to provide inspiration and effective approaches for promoting Chinese rule-of-law thoughts accurately and increasing the impact of the international dissemination of Chinese rule-of-law discourse.

The paradigm of generative grammar is adopted as the theoretical framework in this paper to examine the development of second language (L2) syntax-morphology by investigating the acquisition of the D category and its features by Chinese learners of English as a foreign language (EFL). Ninety-seven learners with an onset age of 12 or older were divided into three groups according to their L2 language proficiency. The participants were tested on their use of English determiners in four different tasks (i.e., Oral Test, Question-Answer Task, Discourse Error Correction Task, and Forced-choice Elicitation Task). The results showed that the learners’ performances regarding article determiner, the indefinite article or the indefinite specific plural, were lower than they were for non-article determiner, the definite article or the definite specific plural. It is argued that the complexity of feature reassembly, which involves such factors as language differences, the nature and the number of the features in the combination, hinders EFL learners’ acquisition of English determiners because these factors affect mapping between abstract syntactic knowledge and surface morphological forms, thus restricting the development of L2 syntax-morphology. The L2 D-Feature Combination Complexity Hypothesis that is presented in this paper is an advancement of the current (syntax-morphology) mapping theory, which does not address factors that affect mapping, with the aim of revealing the causes of variability in L2 acquisition.

The intrinsic connection between sensual narratives and artistic resonance lies in sensory perception. Grounded in sensory experiences such as vision, hearing, smell, taste, and touch, narrative construction relies heavily on vivid descriptions of these modalities. To translate the emotionally compelling force of a text effectively, it is crucial to reconstruct sensory experiences in the target language to enable readers or audiences to empathize with the characters’ emotions and experiences. The English translation of Chen Ran’s feminist novel, A Private Life, is examined in this study by analyzing how sensory narratives are rendered cross-linguistically and cross-culturally. Concrete examples are used to investigate the strategies that were employed to convey the sensory dimensions of the original text, and the methods for introducing contemporary Chinese literature to global audiences through “literary” translations are explored. The findings revealed that shifts in sensory representation within translations altered the degree of bodily presence and weakened or enhanced the emotional impact of the work, thus providing insights for translators of Chinese fiction.

Western missionaries played a significant role in translating and introducing Shakespeare’s plays to China during the late Qing Dynasty and the early Republic of China, yet related studies in the literature remain scarce. The perspective of identity construction is adopted in this paper to analyze the Chinese translations of Shakespeare’s plays entitled Wanrou Ji, Haiguo Quyu, and Shashibiya de Gushi by three missionaries, namely Laura M. White (1914-1915), Isaac Mason (1918), and Madge D. Mateer (1929). The findings revealed that the missionary translators constructed two types of identities, which were their default identities as religious disseminators and their deviational identities as adapters, evaluators, and cultural mediators in the main texts and paratexts of their Chinese translations. The construction of these identities displays the complex ideological frameworks of Western missionaries in modern China, who not only carried out their missionary work but also contributed to the dissemination and reception of Shakespeare’s plays in China.

Responding to national strategic needs and highlighting social public interests constitute the core orientations and guiding principles of China’s translation research in the new era. Professor Zhang Wei has comprehensively elaborated on the importance of translation studies for national strategic development in the new era; he delved into essential topics such as the principles and developmental directions of translation research, key focus areas of translation research from a national strategic perspective, debates about and the evolution of translation theories with Chinese characteristics, core issues in Chinese-to-foreign translation studies, international communications of discourse with Chinese characteristics, the social value of translation research, the development of translation textbooks, and the impacts and challenges that artificial intelligence poses for the translation profession. This interview facilitates a holistic understanding of the developmental strategies and key issues in China’s translation studies in the new era, thereby promoting the sustainable advancement of translation research in China.

Foreign-language teaching materials are crucial resources for cultivating high-quality talents in higher education, making research on the development of teaching materials essential. The concept of new quality productive forces and the rationale for empowering the development of foreign-language teaching materials were explored in this study. Based on relevant data, it identified the main problems with current foreign-language teaching materials in higher education, such as outdated content, an overemphasis on knowledge over skills, and the insufficient support of new forms of materials for both teaching and learning. Furthermore, this study discusses several pathways for the development of foreign-language teaching materials, including ideas, content, the presentation format, the team structure, and mechanisms with the aim of providing insights that will facilitate the construction of high-quality foreign-language teaching materials.

Curriculum construction has been widely practiced in China, but few studies have examined it from the perspective of professional learning communities (PLC). Accordingly, the challenges and strategies within a PLC of English language teachers developing a Chinese culture course, framed by activity theory, were explored in this study. Using a case study methodology, the findings revealed four main contradictions that the PLC encountered: (1) divergent views about the course objectives, (2) insufficient cultural knowledge and demanding course content, (3) a mismatch between the desired teaching approach and the actual teaching practices, and (4) conflicts with other activity systems. To address these contradictions, the PLC implemented mediating tools such as expert guidance, creative literature reading sessions, and peer support. These actions enhanced the teachers’ cultural knowledge and pedagogical skills, as well as their professional and personal growth. The study has implications for designing and implementing foreign language courses pertaining to the Chinese culture and fostering teachers’ development.

The theoretical research on separable words in Modern Chinese since the publication of Word Formation in Chinese (Lu Zhiwei et al., 1957) is systematically reviewed in this paper. Among the studies, research based on traditional grammar has mainly focused on defi ning the nature of separable words, while research based on modern linguistic theories has analyzed the formation methods of separable words and has attempted to explain the underlying reasons for their existence in Modern Chinese. However, there are many inadequacies in these studies despite their explanatory strengths. In this paper, we argue that the study of separable words in Modern Chinese requires a more comprehensive and in-depth exploration of areas such as describing the phenomena entailed in separation, defining the forms of separation, identifying the typical characteristics of separable words, and conducting cross-language and cross-dialect comparisons. The seeming oddity in Modern Chinese, which appears to contradict Western theories about words, raises the question of whether it reveals certain unique properties or the essence of Chinese, or whether it should be understood within the context of universal phenomena in world languages. This necessitates further investigation and research.