As socialism with Chinese characteristics enters a new era, higher education in China has shifted from a stage of rapid development to a stage of high-quality development. In this new age, higher education in China is facing unprecedented issues, challenges, and tasks. Meanwhile, as higher education has entered the stage of popularization in China, it has gained in vitality and strength. In the next stage of development, Chinese higher education should improve the quality of education and construct a high-quality education system by developing the following areas: 1) the four functions of student education, scientific research, public services, and cultural inheritance and innovation; 2) the four integrations of interdisciplinary integration, interspecialty integration, industry-education integration, and education-technology integration; and 3) the four developments of discipline development, specialty development, curriculum development, and coursebook development.

Based on the theoretical framework of Critical Cognitive Linguistics, this study comparatively analyzes the discursive strategies of Japanese and American leaders’ political speeches from the perspectives of cognitive discourse and cognitive context. By applying the theory of construal operation, the study examines the discourse intention behind the text while exploring the interactive relationship between discursive strategies and social context with reference to both the macro and micro contexts. The results indicate that the leaders of Japan and the United States both use referential strategies, predication strategies, proximisation strategies, and legitimizing strategies to manipulate the audience’s cognition and emotion in political communication, thus achieving discursive coercion and persuasion. Furthermore, the findings demonstrate that Critical Cognitive Linguistics has strong explanatory power in the study of cross-language discourse construction and that the approach of combining cognitive discourse and cognitive context is feasible.

Market forces have increasingly influenced higher education throughout the world over the past decades. In this global context, universities are confronted with considerable challenges and intense competition, with Hong Kong being no exception. In order to promote their image and enhance their competitiveness, universities in Hong Kong have adopted various branding strategies, particularly on social media platforms. The present study conducts a social semiotic analysis of the identity construction of Hong Kong universities on social media within the framework of Kress and van Leeuwen’s (2006) visual grammar. The data of this study consist of 356 visual images collected from official accounts of eight universities in Hong Kong. The findings show that universities in Hong Kong tend to construct their identities as student-centered, research-oriented, innovative, internationalized, and society-oriented institutions on social media, which reflects the process of educational marketization and cultural hybridity in Hong Kong society and culture.

As soon as the two-volume edition of Deng Xiaoping: My Father was published in 1933, the author Deng Rong entrusted ten Chinese translators with its translation. The English version of the first volume, The War Years, was successively released by the American BasicBooks and China Foreign Language Press, while the translation of the second volume, The Cultural Revolution, was completed by Sidney Shapiro and published by the Foreign Language Press. Considering that Deng Xiaoping: My Father has the characteristics of a state text and that its Foreign Language Press translation has been used as a national gift, this paper discusses the English translation process of the book in relation to the three dimensions of the State Translation Program (STP): translation of the state, translation by the state, and translation for the state. The different combination models are then deduced based on the three-dimensionality of the STP in order to empirically interpret its modes of realization and operation.

Translation plays a critical and pioneering role in cultural exchange and communication. History indicates that almost every nation has implemented implicit or explicit translation policies to expand its cultural influence abroad. The prevalence of US culture in the world can also be attributed to its translation policies. This paper describes and analyzes how the United States has implemented its translation policies across different historical periods since the 20^th century during which different strategic approaches have been adopted to develop and expand US culture influence. Before World War II, the United States appropriated Asian cultural resources via the “translating into” policy sponsored by private foundations. During World War II, it implemented the “translating out” policy to spread American cultural influence in Europe. From the post-WWII period to the late 1970s, both the “translating into” and “translating out” policies were implemented to enhance the global influence of American culture. When the US achieved geopolitical dominance beginning in the 1980s, “translating into” became the primary policy. The paper concludes that both US governmental organizations and nongovernmental organizations fund translation projects and have implemented a two-way “translating into” and “translating out” strategy to expand American cultural influence abroad. The US translation approach may serve as reference for China’s own strategy in expanding its cultural influence abroad.

Political discourse translation is an important part of the State Translation Program. The diachronic description of political discourse translation can contribute to a multidimensional understanding of China’s international discourse practice and thus provide a reference for the construction of a discourse system that is capable of effective international communication. This paper investigates the attitude resources used to express the emotions, attitudes, and stance of China by examining the translation of five documents of the National Congress of the Communist Party of China published at different stages since the 21^st century. The results suggest that under the ethics of being faithful to both the state and the writer, equivalent translation has been the first choice among translation strategies. However, nonequivalent translation has been adopted where there is a need for shaping China’s global image or improving China’s capability in communicating internationally. There are a growing number of cases in which the semantic meanings of attitude resources are being changed, with down-shifting translation appearing more frequently than up-shifting translation.

A translator’s metacognitive monitoring and disposition toward critical thinking are critical to his or her competence in translation. However, the potential correlations among these three variables remain to be explored. Using three questionnaires, namely “On Translator’ s Metacognitive Monitoring”, “On Disposition toward Translator’s Critical Thinking”, and “A Translation Test”, this study examined 163 experienced translators who had at least 100 hours of translation experience, with the aim of determining how a translator’s metacognitive monitoring, disposition toward critical thinking, and translation competence affect one another. It was found that both a translator’s metacognitive monitoring and disposition toward critical thinking are significantly correlated with his or her translation competence. Moreover, the model established among the above three variables indicated that a translator’s metacognitive monitoring directly affects his or her translation competence and indirectly affects his or her translation competence through the variable of the translator’s disposition toward critical thinking. Therefore, it is suggested that a translator’s cognitive monitoring ability be properly cultivated and developed in translation teaching so as to enhance his or her translation competence. Additionally, attention should be paid to a translator’s disposition toward critical thinking, as it can also contribute to gaining greater translation competence.

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.

This paper explores the internal semantic structure of modifier-head verb-noun (VN) compounds in Chinese from the perspective of qualia structure roles within the framework of Generative Lexicon Theory. It is observed that the agentive type of V_AN and the telic type of V_TN behave differently in undergoing mei “not” negation of V_A/V_T, for example, in the contrast between ^#Jianhua mei jian “The cut-out has not been cut” and Tiehua mei tie “The painting has not been pasted”. We argue that this difference is due to the influence of qualia structure roles: the agentive role of the V brings affectedness on the formation of V_AN, while the telic role of the V has no such effect. It is additionally noted that the restriction of “mei V_AN” can be waived under certain occasions. From the perspective of qualia structure, we further propose that the internal semantic structure may counteract its syntactic distribution.

This study applied the moving-window self-paced reading paradigm to examine what strategies Chinese learners of English adopt to process reflexive pronoun ambiguity and how they comprehend ambiguous reflexive pronouns. The results suggest that compared with those for processing unambiguous reflexive pronouns with gender cues, response times for processing ambiguous reflexive pronouns are not significantly increased among Chinese learners of English. This finding indicates that the processing strategies of Chinese learners of English and native English speakers are similar. The study also confirms the unrestricted race model but does not support the underspecification account, good enough theory, or construal model and directly contradicts the constraint-based parsing model. In terms of disambiguation tendency, the two groups of participants demonstrated different understandings of ambiguous reflexive pronouns. That is, the native English speakers tended to attribute the reflexive to the adjacent word (NP2), while Chinese English speakers preferentially interpreted it as the head word (NP1), implying the presence of crosslinguistic influence in L2 syntactic disambiguation.