The core concepts of Chinese political discourse reflect the country’s political and governance philosophy, and the emotional attitude of target readers towards the English translation is closely related to the effectiveness of communication. This article examines the diachronic revisions of the English translation of the core concept “shehui geming” in Xi Jinping’s The Governance of China through sentiment analysis and semantic prosody, comparing the attitudinal differences between the Chinese side and the American side. The study finds significant differences in sentiment towards the two translation versions “social revolution”and “social transformation”,with the Chinese side having roughly equivalent emotional attitude towards both versions, while the American side demonstrates a more positive sentiment towards “social transformation”. Based on the outcomes of the sentiment and prosody analysis,this paper delves into the reasons behind the differences in emotional attitudes between the Chinese and the American side from the perspectives of conceptual history and lexical collocation. Lastly,implications for the translation and international communication of Chinese political discourse are proposed,including digital technology promotion and empathic communication contribution.

The rhetorical “presence”of the diplomatic sentence pattern with Chinese characteristics is a unique rhetorical mode of diplomatic discourse. This paper integrates Cognitive Linguistics theories with New Rhetoric theories to explore the effect of rhetorical “presence”of the diplomatic sentence pattern with Chinese characteristics and its construal mechanism. The major findings are as follows:The diplomatic sentence pattern with Chinese characteristics achieves the effect of “presence”of diplomatic discourse through the “quantitative foregrounding”rhetorical strategy. Its rhetorical construal mechanism is that the discourse producer can promote the rhetorical “presence”by using antithetical or juxtaposed sentence patterns. The antithetical sentence is characterized by the pair mapping of the same form and the echo of the content, while the juxtaposed sentence is characterized by the repeated scanning of forms and the progressive progression of contents. Both can highlight “one world under heaven”,“peaceful development”, “win-win cooperation ” and other diplomatic philosophies containing Chinese characteristics to enhance the transmission and identification of China‘s diplomatic stance. The study of cognitive rhetoric of the diplomatic sentence pattern with Chinese characteristics contributes to the construction of the diplomatic discourse system of major country with Chinese characteristics in the new era and China’s image of major country.

War metaphors are a focal point and challenge in the outbound translation of Chinese party and government documents. Taking Xi Jinping’s The Governance of China as an example, this study aims to describe the use of war metaphors in Chinese party and government literature and their English translation strategies. The research finds that the war metaphors in this document represent a complicated conceptualization of warfare, emphasizing the cause-and-effect relationship of “offensive-victory”, and constructing an appraisal system centered on positive resources. The study proposes a “frame-representation”framework to describe the translation strategies of war metaphors, finding an overall tendency towards “de-militarization of the frames”and “proximity to the original in representation”. In specific dimensions such as the mapping principles, the topics of the metaphors, and the evaluative attitudes, different re-framing features are exhibited.

The current reform in translational education in China should prioritize compilation and application of the textbooks featuring moral and political education (MPE). Taking Understanding Contemporary China’s Chinese-English Translation (UCCCET)as an example, the present article will highlight the guiding principle in compiling UCCCET, systemize the characteristics in these textbooks, and outline the suggestions for the teachers in using these textbooks. By so doing, the article intends to clarify and enhance the norms in writing translational textbooks on MPE to train more qualified translators to better serve China’s national strategy.

During the time course of establishing non-local syntactic relationships,the adult L2 learners’ interlanguage mechanism would also activate WH elements as variables and maintain their storage in the temporary memory, but would fail to construct mental representation for the intermediate gaps by way of successive cyclycity. This leads to the formation of contrasts between native representation and interlanguage representation. In terms of WH-dislocation, the present study obtains results through a self-paced reading design, which reveals the following behavioral pattern:sentence processing in interlanguage relies more on lexical semantic information, whereas less on structural information, thereby lending support to the Shallow Representation Hypothesis. Although displacement, as the inherent property of natural languages, receives crucial emphasis in recent theoretical inquiry, interlanguage grammar still lacks structural dependency, which well accounts for the lack of structural representation for WH elements and the insubstantial effects from L2 learners’ native language background.

Grounded in complex dynamic systems theory (CDST),this study tracked the development of six English learners’ interactional repertoire in disagreements over thirteen weeks by analyzing two dimensions:turn lengths and disagreement techniques. Dynamic Systems Theory methods including moving min-max graphs and the critical moment method were employed, along with qualitative methods such as conversational analysis. Results show that the two dimensions both experienced non-linear development during the observation period. Firstly, the development of turn lengths varied from person to person and some meaningful variability was found. Secondly, disagreement techniques were diversified, and the development of “direct disagreement”and “agreement / retelling +disagreement”was prior to that of “atypical indirect disagreement”.

Research on second language (L2)pragmatics has predominantly focused on English as an L2, with relatively less attention paid to other languages such as Japanese. This study focuses on the performance of Chinese learners of Japanese in email requests, examining the differences in the use of request strategies, external modifiers, and internal modifiers between beginner and intermediate learners of Japanese in China. The results revealed that beginner learners tend to use more direct request strategies, whereas intermediate learners gradually shift towards using more indirect and polite strategies similar to those of native speakers. The frequency of external modifiers increases with language proficiency, yet learners still use them less frequently than native speakers. In terms of internal modifiers, the usage patterns of beginner learners are closer to those of native speakers compared to intermediate learners, reflecting the non-linear development of internal modifiers. However, neither beginner nor intermediate learners fully attain the politeness levels and usages of native speakers in making requests. Based on the empirical data, this study conducts an in-depth exploration of the pragmatics of Japanese as a second language, revealing the relationship between second language pragmatic competence, language proficiency, and native language background. It provides significant support and theoretical grounding for the expansion of second language pragmatics theory and Japanese language teaching.

This study focuses on the intercultural competence of foreign language teachers in primary and secondary schools and explores the factors that promote the development of intercultural competence. Based on survey data from 430 foreign language teachers in primary and secondary schools,the results of the structural equation modeling are as follows:1 ) Teacher professional development has a significant direct effect on intercultural competence;2)Although the direct effect is not significant,the perceived organizational support can indirectly promote the enhancement of teachers’ intercultural competence through mediating effects;3)Professional development and the perception of organizational support have significant independent and serial mediating effects on intercultural competence. The study provides theoretical support and practical references for the development of teachers’ intercultural competence.