The facilitative role of generative artificial intelligence (GenAI) in learning English as a foreign language (EFL) has been widely acknowledged, and students’ attitudes toward GenAI have a significant influence on the adoption of GenAI technologies. While current scales can assess students’ attitudes toward artificial intelligence (AI), they are not tailored to GenAI. Therefore, the reliability and validity of the existing scales require reconsideration. To address the research gaps, this study was to develop and validate a scale to assess Chinese university students’ attitudes toward GenAI-assisted EFL learning. Our study comprises two separate samples. As for Sample 1 (n=379), we used an exploratory factor analysis to develop a scale consisting of 15 items that we categorized according to three dimensions (affect, behavior, and cognition), explaining a total variance of 65.719%. As for Sample 2 (n=418), a confirmatory factor analysis confirmed that this three-factor structure was appropriate. In addition, we evaluated the scale’s criterion validity, internal consistency, and measurement invariance across genders, and found a strong performance across these measures. Thus, the scale developed in this study exhibited robust psychometric properties, and can effectively assess Chinese learners’ attitudes toward GenAI-assisted language learning in the context of Chinese universities.

Research on teachers’ digital literacies is a burgeoning topic in foreign language education; thus, understanding the status quo of teachers’ digital literacy development is an important prerequisite for the emerging field of technology-empowered foreign language education. Using questionnaires and interviews as the research methodology, the present study aims to assess the development of the digital literacies of 316 English teachers in elementary and secondary schools in China and to identify the factors that influence the teachers’ development of digital literacies. The results has revealed that the overall development of teachers’ digital literacies is desirable, and the ranking of the dimensions of teachers’ digital literacies is as follows: digital morality > digital attitude > digital awareness > digital ability > digital knowledge. In addition, factors such as age and educational background have a significant impact on the development of teachers’ digital literacies, while gender and school location have no significant impact. Digital nativity significantly influences teachers’ digital literacy. Finally, corresponding countermeasures to intervene in and to improve the development of foreign language teachers’ digital literacies are proposed, echoing the call for AI-empowered foreign language teaching and the facilitation of teachers’ professional development.

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.

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.

CiteSpace was employed in this study to investigate the trends, features, and key topics in overseas studies of second language (L2) written corrective feedback (WCF) from 1996 to 2024 based on the Web of Science database. The results revealed that research on WCF in countries other than China has increased. The studies were mainly published in linguistics and education journals, and featured the integration of psychology and computer science. Starting from the debate about the effectiveness of WCF, research on WCF underwent four shifts in the research foci, namely from external factors to internal psychological factors, from the effects of WCF to its process, from a micro perspective to a macro one, and from teacher and peer feedback to digital intelligence-empowered feedback. Future Chinese studies of WCF could adopt a dynamic, macro perspective to explore the effects of the feedback that is provided by automated writing evaluation systems and large language models on L2 writing performance based on theories such as the Unified Theory of Acceptance and Use of Technology. Researchers could further emphasize learners’ cognitive and affective individual differences and their engagement with feedback, and could examine learners’ and teachers’ feedback literacy. It is also suggested that researchers should improve data collection methods by integrating eye tracking, keystroke logging, and neuroimaging techniques to investigate WCF in more depth.

ChatGPT, which reflects the level of language intelligence, integrates information searching, machine translation, and dialogue production with its powerful generation ability, potentially representing a technological revolution. Foreign language teaching is related to the cultivation of language ability and knowledge transfer and is bound to be directly affected by the rapid development of language intelligence. On the basis of introducing the functions and characteristics of ChatGPT, this paper analyzes the applications and challenges of ChatGPT in foreign language teaching. As a response to these potential problems, this paper proposes several general strategies. As the integration of humans and artificial intelligence intensifies, foreign language teaching should adhere to its fundamental goal of educating students, reform its teaching paradigm, seek to innovate, strive to improve language intelligence literacy, enhance language intelligence ethics awareness, and cultivate more high-quality foreign language talents.

The introduction of the generative artificial intelligence technology, has had an immediate and substantial impact on the mode of work of those involved in language content services, sparking a massive proliferation in its potential applications. In order to evaluate the performance of the Generative Pre-trained Transformer (GPT) language model in translation practices, a translation quality assessment experiment combining automatic machine evaluation and manual evaluation was conducted. The results showed that the GPT language model does not constitute an iteration of machine translation technology in the field of translation but that it does provide a noticeable degree of quality improvement in Chinese-English translation, terminology translation, and literary translation, among other tasks. On this basis, some suggestions on how to respond to the changes brought by artificial intelligence technology to translation education are put forward.

The advent of generative artificial intelligence (GenAI) is rapidly reshaping the language service industry, and is having a profound impact on its supply-demand dynamics, the industry structure, and the overall industry ecosystem. GenAI’s enhanced capabilities have led to increased productivity and supply chain flexibility, driving demand growth and structural shifts in the industry. This expansion of the value chain, while presenting new opportunities, also challenges the traditional translator’s role. As traditional translators encounter potential shifts or transformations in translation tasks, new and specialized roles, such as data annotation and model training, are emerging, requiring language service professionals to develop an evolving skillset. To navigate this evolving landscape, language service education must adapt to cultivate a new generation of professionals capable of thriving in the GenAI era. The study analyzes the multifaceted impact of GenAI on the language service sector and provides insights into and recommendations for educational innovation and talent development strategies to ensure a sustainable future.

The rapid development and extensive application of artificial intelligence (AI) technologies have catalyzed transformations in the organizational structure and service models within the language services industry. This paper analyzes the impact of AI technologies on the language services market from both international and domestic perspectives by focusing on the demand and supply sides. It summarizes the developmental trends in the language services industry and provides recommendations for enhancing the industry’s growth and competitiveness. The research results indicate that AI technologies have permeated all the processes involved in language services and have established a human-in-the-loop translation model. Language service providers are strengthening their strategies for digitalization and intelligent development, and are transitioning toward knowledge processes outsourcing providers and global content strategy services providers. It is essential to increase the intelligent construction within China’s language services sector to further professionalize and internationalize the language services industry, to enhance the planning of standard language service systems, and to focus on professional talent development.

The concept of metaverse has recently seen wider application in the innovation of various fields. However, it remains unclear how foreign language teaching research within the context of the metaverse would be carried out. This paper mainly explores this issue by outlining what the metaverse is and how it can be applied to foreign-language teaching research with the aim of stimulating further discussion on this subject. Other specific issues that are discussed include the origin and definition of the metaverse concept, the evolution of the human activity space, the development of the Internet, and the new form of foreign language teaching research in the context of metaverse.

English Curriculum Standards for Compulsory Education (2022 Edition) postulates that cultural awareness is one of the key competencies for students. Although this is understandable, considering the critical role of scientific literacy in compulsory education, we suggest that the key competencies should include scientific literacy education, which is an active response to the government decision that the scientific literacy of young boys and girls should be greatly improved during the 14^th Five-Year Plan. Scientific literacy is the basis of cultural awareness and cross-disciplinary studies. Without the fundamentals of scientific knowledge and methodology, youths will lack the intellectual tools and social responsibility needed for true cultural awareness. After analyzing the causes underlying the dearth of attention paid to scientific literacy education in compulsory and even higher education, we suggest reforms are needed in the development of teaching materials, the methodology of English instruction, and the organization of various scientific activities.

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.

As a new NLP machine learning model with an extensive ability to produce content, ChatGPT has the potential to transform traditional translation teaching models. However, ChatGPT may also decrease students’ ability to learn autonomously, may undermine teacher-student relationships, damage academic integrity and knowledge security, and lead to ethical and ideological risks. In order to address the challenges and to make full use of ChatGPT in the teaching of translation, it is necessary to change the traditional way of teaching, to reform the teaching process, to improve students’ ability to learn autonomously, to increase education in translation ethics, to control ideological risks, and to enhance teachers and students’ digital literacy.

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.

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.

Guided by Translator Behavior Criticism theory, this paper presents a descriptive study of the group of domestic self-translators. From the extra-translational perspective, this self-translator group, due to their dual identities as authors and translators, have three main motivations for self-translation, which are to expand their own readership and to enhance their literary influence, to self-translate due to ideological reasons, and to translate for research purposes. Moreover, translator literacy places greater emphasis on bilingual writing skills. From the intra-translational perspective, the self-translator group has focused mainly on “truth-seeking” in meaning on the micro level and the “utility-attaining” function on the macro level, and attempted to strike a balance between “truth-seeking” and “utility-attaining”. This study proposes a cooperative translation mode of “Self-translation + Others Post-editing” to provide a more appropriate and effective self-translation mode for Chinese literature.

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.

In recent years, Eco-Translatology, an interdisciplinary paradigm that integrates ecological wisdom and translation studies, has experienced remarkable advances in both theory and practice. As the prologue to the sequel Eco-Translatology: Translation Dao and Translation Art — a follow-up to the seminal monograph Eco-Translatology: Construction and Interpretation that was published a decade ago — emerging developments in the field are described in this article. Key discussions include a holistic reinterpretation of Eco-Translatology, its life-oriented translation Dao (guiding principles) and source-oriented translation art (practical methodologies), value orientation, eco-translatological cultural construction, and philosophical essence, as well as novel reflections on the discipline’s evolution within AI-driven contexts. These insights are anticipated to enhance the understanding of Eco-Translatology’s theoretical framework while fostering deeper, more systematic research trajectories.

In recent years, the continued development of artificial intelligence technology has promoted progress in the field of education. Ever since the birth of ChatGPT, its powerful text-understanding-and-generation functions have aroused widespread attention and discussion in the field of foreign language education. Based on the everyday practice of teaching Chinese as a foreign language, this study explores the application of ChatGPT in classroom teaching and in teaching resource construction. In the context of classroom teaching, how ChatGPT assists in language teaching, cultural teaching, and exam tutoring is discussed. Following this, this paper analyzes how ChatGPT can be applied in developing six types of teaching resources: teaching materials and auxiliary materials, multimedia teaching resources, network teaching resources, teaching software, applications and websites, learning platforms and management systems, and other teaching resources. ChatGPT can be used as a powerful foreign language teaching tool to assist teachers in resource construction and classroom teaching as well as to promote students’ foreign language learning. However, ChatGPT is limited in terms of professional knowledge, resource searching, and in other regards for which it sometimes fails to meet user needs well. Therefore, to better guide the application of ChatGPT, the function and role of ChatGPT in foreign language teaching should be objectively discerned and the possible problems identified.

Using a grammaticality judgment test and a Chinese-to-English translation test, the paper explores the acquisition of verbal and adjectival raising constructions by 90 Chinese learners of English as a foreign language (EFL). The results revealed that the [EPP] feature was successfully reassembled in the intermediate and advanced groups. No difference between the two types of raising constructions was found because the movement of the argument was triggered by the [EPP] feature in both constructions. In addition, the animacy of the argument influenced the selection of lexical items in the construction of numeration. Both the intermediate and the advanced groups were inclined to producing DP-phrase raising constructions with an inanimate argument; however, expletive-it raising constructions were produced by both groups when the argument was animate. No difference between verbal and adjectival raising constructions was found. The argument in this paper is that the preference stemmed from the semantic relationship between the argument and the verb, as well as due to first language (L1) transfer.

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.

In this paper, the author, as the initiator of the theory of Translator Behavior Criticism, answers researchers’ questions concerning the possible origins, causes, and the applications of the theory. For its applications, the author specifically takes the analytic hierarchy process to be the method in order to get the theory improved and the studies strengthened through theory carding, doubts clearing and collaborative learning.

The creation of large language models has led to a revolution in language services, which have become the new-quality productive force. This paper presents the argument that artificial intelligence (AI) language services are the new-quality productive force, describes the shift from traditional language services to AI language services, defines the concept, the connotations, the market, and education in AI language services with the aim of drawing attention to both the industry and to research on AI language services.

Burns was one of the earliest foreign poets to be introduced to China. His poems have been disseminated for a long time and have been studied extensively, which indicates that his poems are of tremendous literary value and have great research potential. From the perspective of Translator Behavior Criticism, this paper studies the translator behaviors of four translators, namely Yuan Shuipai, Yuan Kejia, Wang Zuoliang and Li Zhengshuan, from the two aspects of extra-translation and intra-translation to analyze their translator behaviors as influenced by the historical context, translation principles, and literary positions, as well as their behaviors when they convey the original meaning, rhythm, and style. The aim is to provide new contributions to the study of Burns’ poetry and to research on translator behaviors.

Starting from the divergence and convergence of the current linguistic, socio-cultural, and cognitive paradigms of Translation Studies and drawing on the research of Social Cognition, this article introduces the concept, question and methodology of Socio-cognitive Translation Studies. It is proposed that translation be viewed as social cognition, that is, an interlingual operation shaped by the translator’s perception, interpretation, and conceptualization of the social world. Facilitated by the conceptual tools, theoretical and methodological models of Social Cognition, this combinatory approach may help to reach a more inclusive and coherent account for the ontology and methodology of Translation Studies, to raise some new questions meaningful both theoretically and practically, and to shed some new light on the research of the translator’s behavior.

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 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.

Research concerning the cognitive effects on bilingualism spans over a century, progressing from an early view of bilingual disadvantage, through a period emphasizing on bilingual advantage, to the current debate in which both perspectives coexist and challenge each other. Clarifying this issue is essential not only for understanding human cognitive mechanisms, but also due to its theoretical and practical implications in the teaching of foreign languages. The first focus in this paper is on tracing the origins of the debate, followed by a summary of the key points of contention, and an examination of the current state of the discussion regarding bilingual advantages in three core areas: executive function, creative thinking and theory of mind. The findings suggest that the complexity of both bilingualism and cognition, compounded by ambiguities in the definitions, components, and measurements thereof, underlies the on-going debate. Thus, future research should increasingly adopt the frameworks and methodologies of dynamic systems theory to comprehensively and multidimensionally analyze the effects of bilingualism on cognitive abilities.

Cao Yu is considered the founder of modern Chinese drama; he wrote and adapted a total of 13 dramatic works during his lifetime, most of which have been translated into English. These English translations have mainly been published as stand-alone books, with a few appearing in journals or being included in anthologies of translations, involving 19 translators from both China and the West. This paper reviews the English translations of Cao Yu’s plays in terms of the translators and their translations, with a particular focus on the translation of four of his masterpieces, Thunderstorm, The Sunrise, The Wilderness and Peking Man. This study revealed that the English translations of Cao Yu’s works were characterized by slow translation updates, outdated language use in translations, and a lack of translators, which has affected the dissemination and acceptance of Cao Yu’s plays in the English-speaking world to a certain extent. This paper can provide references for translation practitioners, and is important not only for the research on Cao Yu and drama translation studies, but also for the promotion and dissemination of Chinese literature across the world.

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.

China’s economic growth and improved international status have created an urgent need for high-level international communication capabilities to support national development in the era of AI. The objective of enhancing China’s capabilities in this regard is to cultivate high-level talents who possess a “5+5” set of skills: the five mindsets of “global vision, national standpoint, political acumen, economic thinking, and cultural inclusiveness”, and the five communication abilities of live broadcasting, resource integration, current affairs collection and editing, and translation and interpreting from a foreign language into Chinese and vice versa. To help cultivate international communication talents in the era of AI and put China’s interpreting talents at the center of the international stage, we have constructed the discipline of multimodal interpreting (MI). This research is grounded in the theory of Marxist materialism, General Secretary Xi Jinping’s important thought on international communication, and the theories of interpreting communication studies (ICS) and communication interpreting studies (CIS). Beginning with the practice of interpreting, it reviews the evolution of interpreting studies and proposes a new perspective on the construction of the MI discipline, which integrates “practice-teaching-research” (PTR) with the aim of achieving improved interpreting practice, teaching, and research. This paper not only emphasizes the importance of interpreting practice and teaching but also enriches the theoretical connotations of interpreting studies, ICS, CIS, and embodied-cognitive interpreting studies, expands interpreting research ideas, and enhances international communication capabilities in the era of AI.

Research methods in translation studies are derived but distinct from traditional humanistic research methods. Research methods in translation studies fall into three levels in the hierarchy of all methods: philosophical methods at the macro level, general methods at the meso level and specific methods at the micro level, each of which belongs to corresponding methodological systems. Philosophical methods guide and constrain the other two types. General methods enrich philosophical ones from the bottom to the top and expand specific ones from the top to the bottom. Philosophical methods include universal connection methods, development methods and contradiction analysis methods. General methods consist of two sub-types: dialectical thinking methods include analytical and synthetic methods, inductive and deductive methods, qualitative and quantitative methods, a combination of macroscopic and microscopic methods, methods of consistency between history and logic, and abstract-to-concrete methods; systems science methods include those adopted in systems theory, information theory, cybernetics, dissipation theory, synergy theory and mutation theory. Specific methods, which are the largest in number, can be directly operated and used.

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.

In terms of discipline attribution and the theoretical integration of studies of eco-translatology, the research pedigree and thinking forms of Eco-Translatology require systematic summarization and theoretical refinement in order to reveal the entire profile of the eco-translatological theory system. The research pedigree of eco-translatology consists of theoretical research, descriptive research, and applied research. Of these, the “quadrilife-oriented view” draws on the field of general theory for theoretical research, the “trilife-oriented configuration” is the object of its descriptive research, and “green translation” is the new issue of its applied research. Thinking forms of Eco-Translatology consist of life-oriented thinking, existence-oriented thinking, and eco-thinking. Life-oriented thinking is referred to as “translation as textual transplant,” existence-oriented thinking involves “translation as adaptation/selection,” and eco-thinking is related to “translation as eco-balance.” The systematic formation of the eco-translatology research pedigree is of tremendous importance in the construction of the eco-translatological discourse and knowledge systems.

With regard to the translation of classical Chinese poetry, translators with different purposes and cultural background, in different times and regions, have formed different ideas about translation and have proposed different translation paths and methods. Wai-lim Yip, a well-known scholar of Chinese origin, proposed and constructed his comparative poetics with the “model” as the core concept. When translating classical Chinese poetry, he implemented his poetic theory, established his thoughts about the translation of classical Chinese poetry. Wai-lim Yip’s translation thoughts reveal his cultural awareness and translation appeals, highlight attributes and features of classical Chinese poetry as well as Chinese poetics, and provide a distinctive research perspective and translation paths in translating classical Chinese poetry. Based on a close study of two of his representative translated works, from three perspectives, namely views on source text understanding and interpretation, concepts and paths for the target text production, and effects of target readers’ acceptance, the thesis analyzes and elaborates Wai-lim Yip’s thoughts about translation, his comparative poetics manifested in his translated poetry, as well as the accommodation and integration of his poetic thoughts and translation thoughts. This study has a positive meaning to the practice and the theoretical study of the translation of classical Chinese poetry and the study of the construction and acceptance of Chinese literature abroad.

In recent years, due to the rise of cognitive linguistics, construction grammar, particularly corpus linguistics and phraseology, has led to formulaic language in second language (hereafter referred to as L2 formulaic language) becoming an important field in second language research. For this paper, we retrieved academic papers that mainly focused on L2 formulaic language from the Web of Science (WoS) database, and employed CiteSpace’s literature information visualization technology. The quantitative analysis aimed to objectively and comprehensively trace and analyze the development process, trending topics, and leading subjects in research on L2 formulaic language from 1999 to 2023. The research findings indicated that L2 formulaic language research exhibited an increasing trend of continuous growth. The core research areas encompass the four disciplinary fields of corpus linguistics, psycholinguistics, pragmatics, and applied linguistics. These fields involve various research topics related to L2 formulaic language, including its structure and distribution, representation and processing, usage and functions, and the acquisition and teaching of L2 formulaic language. Based on a bibliometric analysis, this paper aims to clarify the development trends in the field of research on L2 formulaic language over the past 25 years within the academic community. It provides a visual and comprehensive literature guide for future, in-depth research on L2 formulaic language.

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.

Legal translation in China began in the late Qing Dynasty, and developed over the following five periods: the embryonic period, the exploration period, the transition period, the development period, and the perfection period. The importance of legal translation became increasingly prominent after the 18^th National Congress of the CPC, and attention from people from all walks of life has continued to increase. Therefore, it is necessary to clarify the problems in legal translation and to eliminate any misunderstandings. Due to the central government’s emphasis on improving international communication, we must pay attention to the leading role of legal translation, particularly its independent value. In the future, we should do a solid job in the teaching of legal translation and accelerate the process of promoting the standardization of legal translation in order to improve the quality and level of legal translation, to better serve the national strategy, to construct the international discourse system regarding the rule of law, to strengthen the capacity for international communication, and to tell the story of China’s rule of law. We can take the communication of the rule of law as the starting point to create an image of China that is ruled by law in order to gain the trust of the international community and to make more people eager to listen to the story of China.

This paper, based on the discussions of examples in English and Chinese metonymy, outlines the latest development of the research on conceptual metonymy and prospects its future research path and directions. First, this paper discusses the transfer of research paradigm from rhetoric to cognitive linguistics. Second, it discusses the latest development of metonymy studies, such as the studies on metonymic triggers and the functions of metonymy. Third, it puts forward some suggestions such as doing the contrastive studies between English and Chinese metonymy, and applying the research results to translation and language teaching & learning for the future studies.