Against the broad background of the cognitive sciences, the theory of relevance between situation and state of mind (TRSM) provides a way to approach the study of the expression and understanding of language use based on the principle of mutual interaction between a human being as the cognitive agent and the situation via the cognitive devices of relevance between the situation and the state of mind. TRSM defines the relevance between the situation and the state of mind as the "state of affairs + feelings", with the state of affairs being the situation and the feelings being the emotion emerging from the cognitive agent. The situation and the state of mind are always correlated, with the feelings emerging from the state of affairs, and the state of affairs providing an explanation of the feelings.

This paper discusses the significance of, approach to, as well as the practical methods, assessment indicators and effects of integrating elements for the cultivation of morality into English major courses. Taking the "English Teaching and Research Course" as an example, this paper elaborates on the cultivation of morality in terms of talent cultivation, approaches, the sources of the materials, the theoretical basis, the methods for implementation, specific steps and effects in the teaching process. This study considers three aspects of morality cultivation, namely theories and practices in the teaching of English, hot-spot educational issues in China, and the integration of traditional Chinese thought into foreign language teaching in China. The study establishes a framework for the cultivation of morality, and constructs the implementation process model and the teaching system for cultivating morality, which contains universal features and can therefore be applied to the cultivation of morality in other foreign language major courses.

The key to the success of courses that contain elements of ideology and politics is in the integration of these elements and professional knowledge, so as to effectively promote teaching quality and students’ comprehensive quality. Taking "Basic E-C & C-E Translation", a model course that includes the elements of ideology and politics at Zhejiang University as an example, the paper attempts to explore effective ways of integrating these elements into teaching to enhance students’ national sentiment, cultural confidence, and sense of responsibility. Based on the cultivation objectives in the Core Qualities for Chinese Students’ Development, and taking cultural self-awareness as a starting point, the course aims to enrich the connotations in three cultural levels at the university, the local area, and China, and to prove a meaningful reference for foreign language courses that contain the elements of ideology and politics based on the three-dimensional goal theory in terms of design.

As foreign ideology and cultural values permeate foreign language teaching and learning, it is essential to construct a curriculum that considers the integration of ideology and politics in foreign language education. Based on the notion of the "curricula of integrated ideology and politics" when teaching foreign literature courses, we should instruct students to establish the correct values and assist them to increase their cultural confidence. Taking the course in Chinese American Literature provided by Beijing International Studies University as an example, this article has explored the fusion of knowledge about foreign literature and ideological-political elements based on an in-depth analysis of teaching objectives, teaching content, and teaching cases to provide some guidance for foreign language teachers.

In the context of global change, the traditional ways of thinking about teaching, as well as the methods and means of English literature courses, require urgent reform. Teachers need to seriously consider and persistently search for plausible ways to ensure that professional courses and ideological and political courses go in the same direction, so that ideological and political concepts can permeate into the teaching of English literature silently. Conveying the concept of the sublime beauty, standing firm with regard to China’s position, and using speculative enlightenment in the teaching of literature are good suggestions for addressing these issues.

The concept of the metaverse has gradually become a hot topic among scholars, and relevant research on the metaverse is developing accordingly. Some scholars have predicted that the era of the metaverse is imminent. This paper first introduces the concept, the origin, and the related studies of the metaverse, followed by an elaboration of the development of language services from the perspective of the metaverse, particularly the research into the digital language services in the metaverse in China. Based on this, the paper presents suggestions for language services that employ metaverse technologies, as well as the problems to be solved in areas such as humanist ethics, resource development, and regulations during the integration of these two items. This paper will be of benefit to studies related to the metaverse and to digital language services in China.

Against the background of the "Belt and Road" initiative, China is trading with ASEAN countries more frequently; thus, language services and the translation of technical documents for ASEAN countries are becoming increasingly important. Based on translation practice, this paper presents the problems in the translation of technical documents for ASEAN countries, and suggests countermeasures. The problems are mainly at the technical, linguistic and cultural levels, and the countermeasures include: (1) Translators creating a new mode of language services and translation; (2) translators skillfully adapting to the ecological language environment of ASEAN countries; and (3) translators safeguarding the interests of China in the translation and language services while promoting the development of the cultural industry.

As the technology of the "metaverse+" continues to develop rapidly, it will usher in a new round of scientific and technological revolutions, and will generate unprecedented opportunities for strategic development in translation education. However, there is a lack of research on the integration of metaverse technology and translation education in academia. This paper identifies the major problems in traditional translation education, and explores the potential applications of metaverse technology to the teaching and learning of translation modes, educational resources, and teaching evaluations. Based on the latest development trends in metaverse technology and the new demands for the development of translation as a major, this paper presents three development paths for integrating metaverse technology into translation education. These are: (1) competent translation education departments that strengthen the top-level design of smart translation education and establish the collaborative mechanisms among talent cultivation units, industries, and research institutions in order to construct an innovative translation education pattern that is characterized by the coordinated efforts of the government, enterprises, universities, and research institutions; (2) promoting the awareness of translation teachers and learners regarding the principles underlying digital twins and improving their digital humanities literacy; and (3) encouraging the competent departments, colleges, universities, teachers, and learners that are involved in translation education to upgrade their thinking about smart translation education and to join hands with educational technology supporters to create a new translation education ecology. This paper concludes by urging educators to maintain a rational view of the metaverse, to remain true to the nature of translation education, and to seize the opportunities afforded by the metaverse era to reshape the landscape of translation education.

In the 1920s and 1930s, the debate between the poet and critic Khodasevich and Adamovich lasted for ten years, which constituted the most important public event in the Russian poetry circle of Paris. The main content of the debate between the two critics included the evaluation of emigre poetry, the inheritance of traditional Russian poetry, the writing enlightenment of the younger generation of emigre poets, etc., and the classic literary style represented by Pushkin and the new poetry represented by the “Paris Tone” style have become the main focus of debate. In essence, the ten-year controversy reflects the general creative anxiety of the emigre poets and the realistic dilemma they faced in terms of identity. It also reflects the overall cultural crisis in Europe in the 1920s and 1930s.

This article examines the newest trends in the study of metaphors, similes, and metonymies, as well as their interaction in the theoretical framework of relevance theory (RT). The continuity hypothesis pertaining to the loose use of language has been criticized. RT scholars are attempting to explain metaphors and metonymies by combining RT and theories drawn from cognitive linguistics; similes could be analyzed via the explanatory mechanism of an ad hoc concept, but the function of the pragmatic markers of similes remains undetermined, and the interaction of metaphors and metonymies could be investigated by studying the lexical use of opposite compounds and noun-noun compounds. There could be defects in the above-mentioned explanatory RT mechanisms, which entails RT scholars’ continuous investigations. This study will not only reveal the newest trends in the research on metaphors, similes, and metonymies from the perspective of RT, but will also provide insights to broaden the extent of the research and the scope of application of RT.