Chinese folk language embodies the spiritual temperament and cultural aspects of the Chinese nation, and occupies a significant position in the translation of Chinese literature. However, academic research in this area is lacking in depth and breadth. A TBC Approach to the English Translation of Chinese Folk Language by Zhou Lingshun and others, published in 2022, is the first comprehensive monograph in China to extensively investigate the translation of Chinese folk language into English. This book, which combines theoretical constructs and practical explorations, has important academic value. Specifically, it presents original theory of translator behavior criticism to elucidate the inherent principles underlying Howard Goldblatt’s translations of Chinese folk language into English. This not only provides a reference for translation practices, but also enriches the practical implications of translation theories that have Chinese characteristics. The book presents principles for the translation of folk language and the evaluation of folk language translation, thus enhancing the feasibility of translating folk literature and the scientific nature of the evaluation thereof. By identifying several key concepts, the book contributes to improving the objectivity and accuracy of translation criticism. In this paper, we outline the main content of the book and elaborate on its academic distinctiveness and contributions.

In recent years, mixed research methods have gradually attracted the attention of scholars in the field of applied linguistics, among which the Q method, as a mixed research method to explore human subjectivity, combines the advantages of quantitative and qualitative methods, and examines subjectivity via objective measures at both holistic and individual levels. However, understanding the application of the Q method in this field is still in its infancy, and there are few relevant research results; empirical Chinese studies are particularly lacking. Therefore, in this study, we employ a systematic review by searching key literature databases in China and overseas and investigating Q methodological studies in applied linguistics. The researchers reviewed the current status of Q methodological research in terms of theoretical perspectives, research topics, as well as data collection and analysis characteristics. We have found that few Q methodological studies have integrated theories, and have a predominant focus on motivational themes, as the research topics encompass motivations, emotions, beliefs, curriculum evaluations, and the like. The data collection and analysis have revealed developmental trends ranging from synchronic to diachronic, intra-group to inter-group, or a combination of intra-group and inter-group. Finally, we propose future directions for Q methodological research based on existing research gaps with the aim of providing new insights for future studies.

This article answers questions concerning the naming of Translator Behavior Criticism as why“translator behavior”is for the theory but“translator’s behavior”is more often seen in the studies, why“行为”is expressed as“behavior”instead of“action”or“act”, why the“theory”cannot be refereed to as“idea”, why “translator behavior studies”can also be taken to be translation theory discourse as well as why“utility-attaining”is a term but“beyond utility-attaining”is not, and under what condition could“beyond utility-attaining”be a term, and the like. Doubts need to be cleared by the initiator of the theory in time so that the theory and the relating studies could be developed in its right way.

In January 2024, commissioned by the Degree Committee of the State Council, the Association of Chinese Graduate Education released the Introduction to Graduate Education Disciplines and Specializations and Their Basic Degree Requirements, which includes content related to the discipline of foreign languages and literatures, as well as disciplines related to them. There are significant changes from the past. In this paper, we will focus on analyzing the main content, specific connotations, practical significance, and the profound impact of these significant changes on the future construction of foreign language disciplines.

ChatGPT, based on a wide range of pre-trained Internet text data, can assist in completing translations and creative writing. This study, however, is an experiment on writing a research paper with the help of ChatGPT. We selected a research topic and used ChatGPT to generate each section of the research paper — title, outline, introduction, literature review, methodology, results, discussion, conclusion, and references — according to the prompts provided. The results reveal that ChatGPT can successfully write an entire paper based on hypothetical data, generating high-quality text with appropriate content and language quickly and efficiently, which saves a significant amount of time and effort. The limitations are also obvious, including the use of outdated studies, inconsistent arguments, irrelevant and illogical explanations of the results, and incredible citations. We suggest integrating ChatGPT into academic writing courses offered at tertiary institutions. Teaching students to effectively use it could be made the core of the instruction. For instance, students may learn to ask questions, give correct and specific prompts, identify mistakes or problems in the generated texts, as well as ensure the texts’ accuracy, consistency, and credibility, and be knowledgeable about the topic selected for the paper. Students should learn to follow academic conventions and avoid plagiarism.

Language use and communication in the context of new media is a fertile ground for the study of pragmatics, which has also prompted researchers to re-examine the existing pragmatic theories, research paradigms, and underlying mechanisms. Based on the themes in the 18^th China Pragmatics Conference, we have reviewed the topics in pragmatics research pertaining to the new media, summarize the features of pragmatic research, and discuss the opportunities and challenges encountered in pragmatic research in the context of new media, with the aim of shedding light on pragmatic studies in China in terms of topics and perspectives.

As one of the world’s cradles of agriculture, China has long maintained an advanced level of agrarian civilization. China’s practical advantages in agricultural production have given rise to a large number of valuable and diverse agricultural classics, which have had a profound impact on the development of crop cultivation, production tools, and techniques worldwide. The impact of these agricultural classics can still be felt to this day, as they are deemed to be an essential constituent of China’s state project “Chinese culture going global through translation”. In this context, how many agricultural classics have been translated and the number of articles about their English translations that have been published are first addressed in this paper, followed by a systematic account of these articles in terms of their topics and theoretical bases, as well as the journals in which they were published and the classics on which they focused. The analysis revealed that only a small number of these classics have been translated, with studies of their translations having focused predominantly on certain specific texts. Furthermore, there is a noticeable lack of research from a broader macroscopic perspective, as well as an over-reliance on traditional research methodologies, among other identified issues. Finally, a summary of the paper’s limitations is presented and suggestions for future studies are provided.

Toward the end of 2020, a novel online greeting construction, instantiated by “Good morning, Laborers!” went viral on Weibo or WeChat Moments of the young netizen group. Despite its superficial form of greeting, this construction serves both self- and in-group banter functions. As its syntactic and semantic features cannot be indicated from its components or from existing linguistic structures, it can only be stored as a construction in the speakers’ mental grammar. Classic construction grammar research has extensively explored grammatical constructions; however, emphasis on the constructional variations used by specific social groups is lacking, and the social information stored in these constructions has seldom been addressed. Drawing on insights from Embodied Cognitive Sociolinguistics (ECS), this paper begins by refining the embodied principles of linguistic structures from a socioecological perspective, encompassing the self in action, the audience in the virtual friends’ circle, and prevailing societal events. Subsequently, based on these principles, it systematically describes the constructional information stored in viral online greeting construction and explores the factors that contribute to its popularity and productivity. This study found that online viral construction mainly serves the purpose of temporarily constructing the speaker’s social identity. Its meaning-making mechanism can be attributed to four embodied-cognitive operations: the generic metaphor of split “subject-self”, scenario metonymy, the contrast of virtual-real situations, and the construal of audience roles. It also claims that ECS aligns with the foundational principles of the third wave of language variation research in terms of its theoretical underpins and research goals.

A history of terminology is a history of professional discourse. Terminology is the basic element of professional discourse, and the construction of a system for terminology is a mirror of the progress and direction of any discipline. This paper presents an outline of the ideas underlying the compilation of A Dictionary of Translation Studies in China (Second Edition), and introduces the editorial policy, the selection principles, and the editorial practice of the dictionary. It reveals that the amount of literature on Chinese translations occurs in tandem with improvements in the translation discourse system. The dictionary has witnessed the conception, birth, and development of the discipline of translation.

How can translator behavior/act be well defined? Can we develop an operable analytical framework of translator behavior/act, based on a certain theory or paradigm, to produce new knowledge through systematic research? This study provides a preliminary reflection on these questions from the perspective of Cognitive Translatology. Specifically, it explores the levels and embodied attributes of translator behavior/act to further clarify the goals, dimensions, problems, analytical categories and methods of cognitive research on translator behavior/act, and to identify the aspects that distinguish the embodied cognitive approach from previous studies.

This study analyzes the “reality-cognition-language” and “interaction-conceptual metaphor-metaphorical expression” theoretical models of embodied linguistics based on “body and cognition”, with the help of Marx and Engels’ practical materialist perspective of language (including the material source of language production, the cognitive basis of language, and the practicability of the linguistic cognitive system in three aspects). In this study, we interpret and explain the practical materialist view of language in the context of embodied linguistics, which is the latest research on localized cognitive linguistics in China. We will also highlight the significance of the interaction between “body” and “cognition” in promoting the cutting-edge development of cognitive linguistics and further elaborate the significance of embodied linguistics for the contemporary development of the practical materialist perspective of language.

The central task of the Communist Party of China on the new journey in the new era is to realize the Second Centenary Goal and to advance the rejuvenation of the Chinese nation on all fronts through a Chinese path to modernization. From the perspective of Chinese Modernization, it is of great significance to clarify the ontological characteristics, historic missions and practical paths of Area Studies with Chinese characteristics. In terms of ontological characteristics, Country and Regional Studies in China not only has the common characteristics of similar studies in other countries, that is, “the study of thinking about how to change in a changing world”, but also has the Chinese characteristics based on national conditions, that is, “the study of the times guided by the concept of promoting a human community with a shared future”. In terms of historic missions, accelerating the discipline construction and practice of Area Studies is an inevitable requirement to promote Chinese modernization, an urgent need to build a human community with a shared future, and an integral component in accelerating the construction of philosophy and social sciences with Chinese characteristics. In terms of practical paths, this paper tries to answer the academic questions such as “for whom” “who will study” and “how to study” from the aspects of research objectives, research subjects and research principles, and finds out three practical paths: the unity of knowledge production and reality-driven demand, the unity of discipline construction and talent training, the unity of problem-oriented research and people-centered ideology.

As the categorization of thick translation remains a controversial issue, this paper presents an attempt to recategorize thick translation based on the analysis of its connotations and denotations from the perspective of its form and content; four criteria for classification are proposed. First, from the perspective of its form, thick translation can be classified as in-edition and out-edition types based on its location. The in-edition type can be classified as in-text and out-text types, and the in-text type can be further classified as in-sentence and out-sentence types. Second, based on its representing mode, thick translation can be categorized as overt and covert types; third, from the perspective of its content, thick translation can be semantic or cultural depending on the nature of its explanation. Fourth, based on the sources of its explanation, thick translation can be introductory or evaluative. Such elaborate recategorizations are theoretically important for understanding the nature of thick translation and for expanding the scope of its research.

The argument regarding iconicity and arbitrariness in language has a long history. The increasing popularity of Cognitive Linguistics and Embodied-Cognitive Linguistics has led scholars to widely accept the former. Following the introduction of Saussure’s concept of arbitrariness in his Structuralist Linguistics to our country, some scholars intended to find an ancestral sage for support, with Xunzi’s saying “there is no unique way of naming...” in the article “On the Correct Use of Names” being selected as evidence. This led to Xunzi being assumed to be a main Chinese representative of arbitrariness theory. However, after having studied and analyzed Xunzi’s article for years, we have found that this assumption is seriously misguided, as his article was a precursor of his early view of embodied cognition and iconicity that is currently proposed by Embodied-Cognitive Linguistics. In this paper, we attempt to criticize this misconception from five aspects in order to ensure a correct understanding of Xunzi. Thus, we propose the research principle “I think therefore I speak”.

As of early 2022, the “Library of Chinese Classics” series had translated and published 112 English versions of Chinese classical works. From a certain perspective, the domestic effort in translating Chinese classics into English could be considered to have reached a temporary conclusion. So, apart from continuing translations into other languages, what should be the next step for the translation of Chinese classics in China? This paper proposes four suggestions: historical documentation, comparative studies, expansion and in-depth exploration, and personnel training. Specifically, historical documentation involves examining and organizing the history of translating Chinese classics into foreign languages; comparative studies aim to enhance the quality of future translations through comparisons of different translations; expansion and in-depth exploration refer to continually broadening the scope of translated classics and deepening understanding and reflection of this scope; personnel training focuses on improving translators’ proficiency in Chinese, English, and cultural knowledge, particularly their ability to read classical Chinese. The author offers specific suggestions for each of these four aspects.

Evolutionary psychology attempts to explain human thinking and behavioral patterns from the perspective of adaptive evolution in natural and social environments. Previous studies have largely overlooked the perspectives of cognitive linguistics and evolutionary psychology, resulting in subjectivity and bias in the analytical process. This study considers the nutrition of pragmatics and relevance theory, combined with cognitive frameworks, to analyze the significant contributions of these theories in explaining and interpreting critical discourse analysis (CDA). Cognitive linguistic methods can reduce the subjectivity in CDA by providing more explanatory models that enhance the scientific and reliable nature of discourse analyses. Future CDA should focus more on the construction of cognitive representations by the addressee to verify the rationality and validity of the psychological modules or mechanisms proposed in evolutionary psychology.

Cultivating translation talents that meet the demands of the era has always been a central topic in the field of translation education. An important way to improve the quality of talent cultivation is improving textbook design. The translation textbooks in the “Understanding Contemporary China” series are clearly positioned, novel in concept, and scientific in design, providing a reliable basis and a strong support for teaching translation. How to use this series of textbooks scientifically and to maximize the textbooks’ role in fostering talent is undoubtedly an issue that should be investigated in the current cultivation of qualified translators. Taking A Course in Chinese-French Translation as an example, this paper attempts to reflect on the use of translation textbooks in the “Understanding Contemporary China” series from two aspects: the first is focusing on value guidance, grasping correct translation principles, and improving translation ability, while the second is implementing three-phase analysis-inquiry-interaction teaching model, with the aim of providing some constructive references for the cultivation of translation talent in the new era.

The attitude of the Government of Japan (GoJ) toward the Belt and Road Initiative has gone through three stages, namely, the “questioning stage”, the “wait-and-see stage”, and the “stage of limited areas of cooperation with China”. Aiming at representing the GoJ’s attitude changes in discourse, the present study adopts the critical metaphor theory into the analysis of Japanese news discourse and builds a corpus based on the topic of the Belt and Road Initiative by the Asahi Shimbun. The analytical results suggest that the metaphors adopted in the three stages have shifted from conflict metaphors to journey metaphors and building metaphors, which implicitly represents the diachronic change in the GoJ’s attitude toward the initiative from conflict to cooperation in limited areas. Critical metaphor analysis is an effective construal operation for objectively reproducing the real attitudes, intentions, and values of social actors in news discourse.

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.

With the development of modern information technology, the application and popularization of network platforms have increasingly deepened their impact on individual subjective operations and regulations, and have also created metamorphoses in the new era. In this paper, we provide an in-depth textual analysis and inductive summarization to reread Franz Kafka’s classic novel The Metamorphosis in order to explore Kafka’s description of the survival strategies of ciphers in the interaction between real life and the virtual world. We will also explain the important ideological implications of his transformational aesthetics concerning the individual self-construction of one’s virtual personality in contemporary cyberspace. Kafka constructed the idea of human resistance to alienation in the real world via the infinite spiritual demands of a limited life, since the self-construction of individuals in the virtual world has alleviated the survival dilemma and spiritual crises of modern people to some extent. Since people are currently experiencing more complex and diverse lifestyles, as well as being affected by many social and personal factors in self-construction, metamorphosis has become a common state of survival and resistance. Searching for a harmonious state in the world, amidst reality and virtualization, freedom and shackles, is the ultimate purpose of humanity.

The profound ecological view contained in Marxism is important for guiding and solving the current ecological crisis across the world. In the report of the 19^th National Congress of the Communist Party of China, General Secretary Xi Jinping pointed out that “What we are doing today to build an ecological civilization will benefit generations to come. We should have a strong commitment to socialist ecological civilization and work to develop a new model of modernization with humans developing in harmony with nature”. This study is based on the theory of Systemic Functional Linguistics, combined with Marxist ecological thought, and uses General Secretary Xi Jinping’s speeches about “ecological civilization” as a corpus to explore Marxist ecological thought in the discourse on ecological civilization. It has been found that the discourse about ecological civilization constructs human beings as playing the major role in the process of ecological civilization construction through the operation of various variables in the context, as well as the harmonious relationships among the various participants, which imbues the discourse with strong authority and advances its popularity. This study is expected to provide a theoretical framework as a reference for the analysis of ecological civilization discourse.

In this study, a Latin square design was adopted to examine the impacts of task type on the immediate learning of second language (L2) vocabulary. In addition, we tested the applicability of the type of processing-resource allocation (TOPRA) model from the novel perspective of the form-meaning mapping component. Fifty-one first-year non-English majors were recruited as participants; they learned a total of 24 words in the following three conditions: a semantic task, a formal task, and no task. A vocabulary test was administered immediately after the completion of the learning phase to measure the free recall and cued recall of the 24 words. The results of the first language (L1) free recall subtest showed that the task type had a significant effect on the learning of the semantic aspects of word knowledge, with the semantic task promoting and the formal task impeding the learning of the semantic aspects of word knowledge. The results of the L2 free recall subtest indicated that the task type had no significant effect on the learning of the formal aspects of word knowledge. The results of both the L1 and the L2 cued recall subtests showed that the task type had a significant effect on the learning of the form-meaning mapping component, with both the semantic task and the formal task impeding the learning of the form-meaning mapping component. These results partially supported the TOPRA model. This study has pedagogical implications for teaching L2 vocabulary.

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.

Bessie Head (1937—1986) was a female Botswanan writer. In the short story collection The Collector of Treasures and Other Botswana Village Tales (1974), Head portrays different types of images of African female images, which I propose to research from the feminist perspective using postcolonialism theory, among other research approaches. It can be seen that there are three profiles of the diachronic extension of Botswanan women’s lives in Head’s short stories. The first involves rural female villagers who were affected by Botswana’s rural traditions and colonially oppressed communities in the conservative state of Botswana; the second refers to female prisoners who used violence as a weapon to fight against male domination in prisons and to escape colonial oppression in Botswana, and the third depicts the “new women” who participated in writing and the construction of identity in the beneficial aftermath of ideological edification in Botswana. In general, Head draws on images of women such as villagers, prisoners, and new women to depict these women’s unrelenting efforts and struggles of women in Botswana who were attempting to find themselves and to gain power in society. Head aims to build a stairway to the stars and to speak for silent African women through her autobiographical writing; in doing so she also constructed independent and creative female identities.

Green Grammar is consistent with modern scientific theories, such as Gaia Theory. It serves as the construct of human being’s harmonious co-existence with nature. Based on the complementary approaches of transitive and ergative systems, as well as lexis and grammar, an ecological discourse analysis framework is presented via the lens of Green Grammar. This framework aims to assist in analyzing the roles of humans and nature within environmental narrative discourse with the aim of exploring how eco-relations are discursively constructed. The findings suggest that environmental narrative discourse not only assigns human beings a subject status in environmental protection, but also acknowledges the animacy and agency of nature by representing nature as a living entity with intelligence, perception, and self-awareness. By delving into the discursive construction of harmonious human-nature co-existence through an ecological discourse analysis of environmental narrative discourse, this study aims to advance both the theory and the practice of ecological discourse analysis, and to promote the narrative of harmonious eco-relations between humans and nature.

The cooperation mechanism between China and the Central and Eastern European Countries (CEECs) has experienced more than 10 years of development since it was established in 2012. We reviewed and analyzed the research that Chinese scholars conducted on the CEECs during this period with the aim of providing reliable information and suggestions for researchers focusing on studies of the CEECs. We adopted the literature review method to systematically observe the academic work and disciplinary distribution that have been carried out from 2012 to 2022. The findings revealed significant improvements in the quantity and quality of the research on the CEECs. However, some problems need to be noted, such as the lack of specialized talents who are familiar with CEECs and insufficient interdisciplinary research. We provide strategic and academic research suggestions based on the study.

The xu-based continuation writing tasks provide new approaches to teaching foreign languages, and the facilitating effects of continuation writing tasks on the acquisition of foreign vocabulary have been thoroughly substantiated. This review presents a discussion of the theoretical background and the facilitation mechanism of the xu-argument, followed by a summary of the status quo of the research on the facilitating effects of continuation writing tasks, including the types of tasks that are used to promote vocabulary acquisition, the research paradigm adopted to collect the data, and the factors that are assumed to influence the facilitating effects. Specifically, research on the facilitating effects of continuation writing tasks on the acquisition of foreign vocabulary has involved (1) a limited number of task types, omitting tasks with greater alignment magnitude, such as multi-turn continuation writing or cross-type continuation writing; (2) has frequently adopted a traditional paradigm with a sole focus on the depth or quality of vocabulary knowledge, overlooking the indispensable role of lexical fluency; and (3) has identified alignment magnitude and foreign-language proficiency as factors that influence the facilitating effects, with little attention having been paid to cognitive and emotional factors. The corresponding trends and prospects are also discussed in this review.

According to the xu-argument proposed by Wang (2016, 2017), languages are acquired via xu (a Chinese word with the meaning of continuation), and highly efficient language learning can be achieved through xu. We hold the view that the learning effect of xu can be promoted if language learners have fully developed competence in xu, hence the term xu-competence. What is xu-competence? Is there any evidence supporting the analysis of xu-competence? How might foreign-language teaching and research benefit from research on xu-competence? To answer these questions, an analytic model of xu-competence is proposed in the present paper with the aim of not only explaining what xu-competence is, but also of validating the power of xu-argument research. It points out that xu-competence, or competence in interaction and alignment is, in essence, a dynamically composed cluster of cognitive abilities and interactional skills. Evidence from cognitive research, educational research, and empirical xu-based research is then examined in this paper, and the value and challenges of xu-competence research are also discussed.

Foreign language education has been officially established as a subject in the national postgraduate syllabus since 2024. In this paper, the writers present their positive response to its significance by differentiating between foreign language education and applied linguistics. Based on their understanding of the theories and practice of foreign language education, this paper proposes some related thoughts about the development of teaching English as a foreign language (TEFL) in China concerning the research methods, the approaches to teaching reform, the demands for teacher development, and the improvements to the quality of foreign language learners.

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.

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.

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.

Translators play a pivotal role in translation activities, which has received much attention in translation studies both in China and across the world. This study employs a bibliometric approach to examine journal articles related to translators’ behavior in the Web of Science Core Collection database. The research findings reveal that (1) sociological concepts, the Critical Discourse Analysis (CDA) paradigm, and empirical-experimental methods are utilized by the international translation studies community to delve into translators’ behaviors in classical text translation, self-translation, slang translation, web search for translating, and translation revision, as well as to investigate the correlation between translator behavior and psychological cognition; (2) the international community does not regard “translators’ behavior” as a distinct field but addresses it as an object in translation sociology, translation process research, translator competence research, and cognitive translation studies. International studies on translators’ behavior are scattered across various fields of translation studies, whereas domestic studies on translator behavior has developed into a mature research field characterized by practical terms, a systematic theoretical framework, and diverse topics. Nevertheless, frequently used methods in international studies, including corpus-assisted methods, ethnographic methods, experiment-based methods, and triangulation, can also offer valuable insights into China’s translator behavior studies.

The State Translation Program (STP) concept system provides a “state” perspective for translator behavior criticism. The STP represents the mainstream of translation history; therefore, exploring translator behavior criticism from the “state” perspective is both reasonable and necessary. Based on the re-examination of translation practices, including Xuanzang’s translation of Tao Te Ching, the study finds that translation can be regarded as a “state-initiating act” that encompasses not only an interlingual practice but also a discourse and political practice. The subject of translation behavior can be understood as an integration of state, translation institution, translator community, and individual translator, and the attributes and types of translators display “three-dimensional” characteristics. From a state perspective, the translator’s behavior is focused on the state’s interests; the interaction between the two categories of individual translator’s behavior and translator community behavior reflects the trinity of the state will, collective will, and individual will. The state perspective inspires translator behavior criticism to probe the interaction between language, society, and the state, giving full play to the critical function of the STP theory.

In order to better understand the role of input in written products, the focus in this study was on input processing from the perspective of noticing to explore the influence of Chinese English learners’allocation of noticing on writing outcomes in the continuation task. Input processing was recorded via the research methods of thinking aloud, notes, and immediate retrospective interviews, and was coded based on the three aspects of meaning, form, and organization. A correlation analysis to determine the proportion of noticing and the corresponding analytical scores (content, language use, and organization) was conducted. The results revealed that the noticing of meaning accounted for the highest proportion in the two tasks, followed by the noticing of organization and form. The noticing of form had a direct impact on writing outcomes, as the proportion of the noticing of form was negatively correlated with lexical complexity and positively correlated with accuracy. The focus on form during input processing was directly linked to the output results; therefore, in teaching practice, attention should be paid to the quality of learners’attention. This stimulates deep processing, thus facilitating effective language acquisition and internalization.

The human-AI interactive language-learning environment, driven by artificial intelligence (AI), presents new opportunities for self-regulated learning (SRL). However, the specific manifestations of SRL within this environment still require further exploration. To address this, a three-level coding has been conducted using MAXQDA 12 software, based on grounded theory by analyzing retrospective logs and interview data from 30 graduate students majoring in English. In addition, a theoretical saturation test has been performed to check the coding results with the aim of identifying the specific manifestations of SRL in human-AI interactive language-learning environments and to construct a theoretical model of SRL. The SRL model that has been developed in this study consists of three phases: personalized learning planning, SRL implementation, and reflection on learning process and outcomes. The personalized learning planning phase includes a needs analysis, experience seeking, goal-plan setting, and recommendation and selection of learning resources. The SRL implementation phase encompasses task completion, human-AI collaborative assessment, human-AI monitoring and regulation, human-AI supportive guidance, and community interaction. The reflection-on-learning-process-and-outcomes phase focuses on summarizing effective outcomes and identifying areas that requires improvement. This three-phase SRL model not only expands the theoretical perspectives on SRL, but also provides intervention strategies to enhance learners’ SRL capabilities in human-AI interactive language-learning environments.

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.

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.