In recent years, “Better Telling China’s Stories” has become an important way to enhance the influence of Chinese culture. Much attention has been paid to how to “tell” China’s stories well. “Good transmission” and “good publicity”are emphasized in the field of international communication and publicity respectively, while translation scholars mainly focus on “good translation”. Based on Translation Studies, the article concerns the role of translation in telling China’s stories. Complete translation, which can achieve the faithfulness, and trans-variation, which emphasizes on meeting the demand, can strategically corporate with each other to give full play to their respective advantages. It will be the best scheme to tell Chinas stories right now and even for a long time.

This paper aims to conduct a corpus-based critical discourse analysis of discursive construction of China’s image of economic rise in the U.S. broadsheets by adopting a transitivity perspective of “what did China do to X”. Findings indicate that China’s image of economic rise is represented as being related to three participant roles, i.e. “Buyer”, “Surpasser” and “Builder”; the evaluative meanings behind the role constructions are delicate and mixed, entangled with ideological biases. These findings are found to confirm and complement the results of our previous research, conducted from the other transitivity perspective of “what did X do to China”. This not only provides linguistic evidence for a coherent understanding of the evolution of the U.S. discourse about China, but also provides a feasible and effective analytical method for researching national image.

The effectiveness of 3D edugames in foreign language teaching has been extensively verified through numerous studies. Their features of simulation, immersion, and visualization can significantly enhance EFL learners motivation, interest, and autonomy, thereby facilitating language acquisition. A thorough review of literature on Computer-Assisted Language Learning reveals that research on 3D edugames in foreign language learning and teaching is relatively scarce in China, while empirical studies abroad though abundant, seldom delve into the principles of task design in these games. To address this gap, the present study constructs a task design framework for 3D edugames tailored to EFL learners, based on Williss (1996) task-based language teaching (TBLT) approach. This framework encompasses three core stages: pre-task, task cycle, and language focus, and its feasibility is validated through case studies. Moreover, the study explores how the integration of edugames with metaverse-related technologies can empower intelligent education from five perspectives:social context, learner characteristics, learning conditions, learning processes, and learning outcomes. This research aims to provide new insights into the application of TBLT, offer specific methods for designing tasks in 3D educational games, and explore digital approaches for foreign language teaching practice within the realm of intelligent education.

Views vary as to the effect of artificial intelligence (AI) on the students’ academic ability. Many studies suggest the use of it in students’ assignments might result a reduced capability for independent and critical thinking. This view, however, is not supported by empirical studies. We hypothesized that writing a research article with ChatGPT could effectively develop students’ critical thinking. We conducted an experiment in the course of“Research Paper Writing and Methodology”,letting students engaged in generating a research article with ChatGPT by giving prompts and tackling feedbacks, during which students were encouraged to find problems with the given information, argument and conclusion. The results showed that students’ critical thinking is effectively improved when the generated article was finished with better quality.

This study describes the creation and analysis of a small multimodal corpus of British news articles about obesity, where tags were assigned to images in the articles using the automatic tagger Google Cloud Vision. In order to illustrate the potential for analysis of image tags, the corpus analysis tool WordSmith was used to identify differences between newspapers in the ways that obesity was framed. Three forms of analysis were carried out—the first simply compared keywords across the newspapers, the second examined key visual tags and their collocates associated with each newspaper, while the third incorporated a combined analysis of words and image tags. The three analyses produced complementary findings, indicating the value in using Google Cloud Vision in creating and analysing multimodal corpora. The paper ends by reflecting on the method undertaken, while considering how additional research could improve our understanding of image tagging.

Individual differences play a crucial role in determining the extent to which second language (L2) acquisition can be effectively achieved. Despite the progress in linguistics research, investigations into individual differences within L2 phonetics remain relatively underexplored compared with other linguistics domains. This study endeavors to scrutinize the interplay between individual differences and L2 phonetics, focusing on three fundamental cognitive faculties: phonological short-term memory, attention, and inhibitory control. Through a systematic review, the study outlines research methodologies, findings, and contentious points in this area. Additionally, it provides insights into potential directions for future research in the field of L2 phonetics.

As a parsing-based grammar formalism,Dynamic Syntax, in recent years, has adopted event argument of event semantics in its parsing model. This new advancement, the utilization of event node, could satisfactorily delineate conditionals as well as tense and aspect in English, while in the meantime, it could provide a new perspective for the account of focus constructions like verb doubling cleft construction and lian...dou construction in Chinese. Hence, the introduction of event node in DS could not only overcome its pitfalls and improve its interpretation of cross-linguistic data, but also serve as an ideal formal approach to the interface between syntax, semantics and pragmatics.

From the perspective of systemic functional linguistics, this article conducts a contrastive study of the Chinese language phenomena like “eating canteen”and their English translations, which is aimed to explore the underlying philosophical thinking modes of Chinese and English. First of all, the article defines the Chinese language phenomena like “eating canteen”as grammatical metaphors originating from the tension between the semantic and lexicogrammatical strata. It is argued that such grammatical metaphors can be further divided into experiential metaphors and logical metaphors, and it is found that there are no such corresponding metaphors in English. Then the article explores the semantic and syntactic characteristics of grammatical metaphors concerning the Chinese language phenomena like “eating canteen”and their English translations, and finds that Chinese and English show differences in the mode of subject-object relationship in terms of code-choice, coding, decoding, and cognition. Based on the interpretation of the traditions of Chinese and Western philosophical thinking, this article suggests that the essential difference between the two languages is that Chinese is featured by the integration of subject and object while English is featured by the separation of subject and object.

As a crucial constituent of the discourse of Model Workers spirit, the Justice and Benefit Discourse displays the value orientation of the whole Model Worker group. Based on the oral texts of Model Workers and aided by corpus-based discourse analysis, this paper probes into the Justice and Benefit Discourse themed “Poverty Discourse”,“Striving Discourse”,“Wealth Discourse”and “Devotion Discourse”,and finds the connotation of Justice and Benefits as below:from “justice and benefit at self-centered level”to “justice and benefit have been upgraded from self-centered to collective level”,and finally to “mutual emphasis on justice and benefit at collective level”and “unity of justice and benefit”. This corpus-aided discourse analysis of Model Workers oral texts is expected to propose new thinking and approaches for studies on social practice and discourse.

“Cultural Transfer” is a critical framework for analyzing cultural relations that originated in French German studies and subsequently gained prominence across Europe. This article seeks to address the lacunae in the Chinese academic discourse surrounding this concept by elucidating its development and fundamental principles around mobility. By investigating the dimensions of “transfer,”“transformation,”and “cultural mediators”within intercultural interactions, the paper examines the trajectory, contexts, and nuanced mediating roles of Chinese translators involved in the French translation of Chinese literature during the first half of the 20th century. This perspective aims to reveal the resonance and contributions that the concept of “Cultural Transfer”offers to the fields of translation studies.

As an important measure of emergency language service in Japan, “Easy Japanese” is used in the handling of public emergencies and plays an important role. This paper took Japanese government websites as the investigation object, investigated the application of “Easy Japanese”, and put forward the enlightenments for the development and application of “Plain Chinese” in China. For foreigners who are “weak in information”, the service scope of “Easy Japanese” are more extensive, and the effect of information transmission is more obvious. When developing and applying “Plain Chinese”, we should refine the applicable objects and clarify the simplification rules; conduct language survey and construct a precise response framework; gradually popularize and expand the application field; develop corpus to improve the quality of machine transcription.

Epistemic vigilance contributes to the stability of communication, hence an integral part of interpersonal trust. Inspired by the factors of trustworthiness evaluation in trust model, this paper accordingly proposes three cues for hearer’s epistemic vigilance, namely, feasibility, consistency and motivationality. In light of the epistemic vigilance mechanism, this study aims to reveal the interaction between trustworthiness evaluation and its wash back on the conversation participants. It is found that epistemic vigilance exerts constraints on our communicative behaviors: The hearers check the reliability of the source and content of the information, while the communicators mobilize linguistic resources to manipulate the hearers evaluation via evading epistemic vigilance. This dynamic two way trust model, by way of highlighting the checking effects of epistemic vigilance on trust construction, will shed light on the relation study in interpersonal pragmatics.

This study investigates the differences in cognitive effort, revision interventions typology and revision quality of translators between translation revision (revising a human-translated text)and post-editing (revising a machine-translated text ) based on E-C translation by triangulating key-logging, retrospective protocols and questionnaires. The results show that compared with translation revision, translators spend significantly more cognitive effort measured by pause duration and number of pauses, make more necessary changes and obtain a higher revision quality in post-editing. This study demonstrates that translators have a significantly different performance in translation revision and post-editing and that factors including translators’ trust towards translation origins, types of translation errors and translators’ adherence to task instructions might exert an influence on their performance in those two tasks. The findings of this study may provide useful insights for related research including empirical research on translation revision and post-editing, the development of machine translation post-editing competence models, and the advancement of computer-assisted translation competence.

This study uses text mining tools with R to investigate the correlates in English as a foreign language (EFL) student teacher classroom talk with an attempt to address the learningpromotion features in foreign language classrooms. The teaching materials and the transcripts of two parallel classes are analyzed through term frequency (tf) and inverse document frequency (tf-idf) to demonstrate the degrees of linguistic alignment in different foreign language classes and how the learning promoting mechanism works based on the contents and forms of classroom discourse. It is found that the discourse of both classes is significantly correlated with the baseline discourse (i.e., the teaching materials) at the level of word frequency. However, zooming in on the term weight of the discourse using tf-idf, the teacher and student talk of both classes show a low degree of relevance to the teaching materials. It should nevertheless be noted that the teacher talk in both classes demonstrates some learning promoting features such as vigorous student-teacher interaction and instant feedback conveyed by various response tokens in the teacher talk. This study shows that text mining tools can provide new ways of quantifying the dynamics of classroom discourse.

This study investigated Chinese learners with French as a third language (N = 121). Six language tests, including English morphological awareness, French morphological awareness, English-French cognate awareness,French vocabulary breadth and depth, as well as French reading comprehension, were administered separately. Through path analysis, the effect of morphological awareness on vocabulary and reading comprehension within the third language (French)and across English-French were explored respectively. The results revealed that English morphological awareness was transferable to French vocabulary knowledge by influencing French vocabulary depth and English-French cognate awareness. This study confirmed the transferability of morphological awareness even in third language acquisition.

Diagnostic language assessment (DLA) consists of three core components: diagnosis, feedback, and remedial learning, yet the effectiveness of remediation is largely ignored. Utilizing the online platform of Udig, this study examined the effects of the computer-mediated DLA on the grammar learning of Chinese EFL learners with high and low proficiency level. Results showed that the computer-mediated DLA system was more effective in improving learners’ grammar learning than traditional approaches. Compared with the control groups, the experimental groups made greater improvement in three sub-skills, namely, compound sentence, inversion, and modal verb. The specific improved sub-skills varied between high and low level EFL learners, with greater improvement in subjunctive mood and inversion for high-level students, but more improvement in complex sentences for low level students. These respective sub skills correspond closely to the relative weaknesses for both levels of students, indicating that DLA might work more effectively on learners’ weak skills. Results also showed that, compared with low-level students, high-level students improved significantly in the preposition sub-skill, suggesting that EFL proficiency might be a factor impacting DLA effects on grammar learning.

With the rapid development of digital information technology, the internet has become an important platform for communication and learning. Against this backdrop, online language communication skills have attracted increasing attention. This study first introduces the communicative language proficiency framework outlined in the Common European Framework of Reference for Languages (CEFR) and summarizes the latest online interaction language proficiency scale and illustrative descriptors provided in the newly released CEFR Companion Volume (CEFR CV). Furthermore, employing a mixed research methodology, this study delves into the analysis of scenario-based communicative activities in the Irodori series of Japanese textbooks, which systematically cultivate learners’ online language usage abilities. The aim is to explore the correlation between these textbooks and the descriptors. The findings of this research offer valuable insights for future endeavors aimed at enhancing online language proficiency based on textbook learning activities design.

Based on The John Fryer Papers and other archival materials, this study adopts the theory of trust to investigate how John Fryer, a missionary translator in the late Qing dynasty, mediated the relations and interests of different agents in the translation field so as to promote the translation activities. It is found that Fryer built up a thick level of interpersonal trust with authors, co-translators, Chinese governors and foreign merchants. He also developed the institutional trust by advocating the feasibility of translation, constructing translation norm and promoting translated book brand. Furthermore, he was dedicated to maintaining the cultural diversity and launched various translation-related cultural exchange activities to reinforce cultural trust, which contributed to the dissemination of the Western knowledge in China. By conducting a micro-historical analysis of Fryer’s translating behavior, this study has significant implications for translator education in the context of Chinese culture “going global.”

Terminology is closely related to the context. It is necessary for the extension of legal terminology translation principle from the intra-linguistic level to the extra context level. Starting from the perspective of transknowletology, this article, by induction method, conducts systematic description of the context relationship where legal terminology translation sets in. From the vertical perspective, it can be divided into macro, meso and micro level, corresponding to context of genealogy of law, context of local country, and context of text respectively. From the horizontal perspective, it can be viewed as inter-level context, namely, context of communication. When translating legal terminology, it has to be placed into complicated context structure relation with its inclusive knowledge also being considered in order to effectively achieve the aim of communication.

This study focuses on the social and interactional phenomenon of patients’ self-proposed diagnostic and treatment options, paying attention to its sequence organization and turn design and investigating its interactive value and embodied social norm. Data analyses reveal that a patient might adopt the structure of “V or not V” along with other interactional resources to propose their diagnostic and treatment options, constituting resistance to the doctor’s recommendations. Meanwhile, through this specific turn design, the patient can adjust and manipulate his or her deontic right, display his or her respect for the doctor’s medical authority, and meanwhile bid for opportunities to voice his or her reasons for the clinical visit. Utilizing this grammatical structure of “V or not V”, the patient manages to adjust the trajectory of the current interaction. As a result, it changes the interaction, leads the sequential development, and constructs the patient’s agency in the doctor patient interaction.

With the aid of the visualized softwares of CiteSpace and VOSviewer, the paper aims to investigate the research trends in the field of second language speech from 1992 to 2023, with the analysis of the citation data in the Core Collection Database of Web of Science. The research findings suggest that:1)The turning point emerges in 2008 for the continuously growing number of papers in the field;2)The studies mainly covers four disciplines;3)The traditional research on second language speech, second language suprasegmentals, second language speech assessment, second language pronunciation instruction, and newly emerged research on second language speech constitutes five major theme clusters in the field;4)Recent research frontiers mainly include: prosodic focus, pronunciation instruction, pronunciation training, second language speech fluency, third language phonological acquisition, and longitudinal research, etc. Based on the above findings, this paper proposes trends for future research on second language speech.

As a source of information and an indicator of authors’ attitude, evidentials indicate the authors concern for the credibility of information. Evidentials can be regarded as persuasive resources of building ethos. Drawing on the distribution of evidentials in different moves of English research articles, this study analyzes the way that evidentials build ethos in different moves of English research articles. This study finds that authors select different evidentials to build their ethos in different moves of English research articles so that readers trust in their wisdom, virtue and goodwill, aiming to enhance their academic credibility and the persuasive effect of discourse.

Understanding the identity of non-English language teachers in Chinese secondary schools is crucial for the early cultivation of multilingual talents. This paper adopts a qualitative case study method to explore the construction and transformation of identity among six secondary school French teachers during their professional development. The study finds that the absence of French teacher training has led to a diversification of pathways into the profession. The status of French as a secondary school subject explains the co-existing identities and professional development challenges faced by French teachers. The teachers’ agency determines the extent to which their identity crises can be resolved. This paper provides targeted perspectives and research methods for the study of multilingual teacher development and offers insights for French teacher training.

This study investigates English learning well-being and its underlying mechanisms among 4,096 Chinese EFL learners in undergraduate stage using psychological network analysis. The findings reveal that: 1) English learning well-being of Chinese students encompasses four dimensions, namely emotional well-being, and cognitive well-being, social well-being and cultural well-being, all of which exhibit a generally high level; 2) elements within each dimension of well-being exhibit interactive synergies;3) complex network relationships exist among the four dimensions of well-being, with the strongest interaction observed between cognitive and social well-being and the weakest between emotional and cognitive well-being;4) perceived meaning and value within emotional well-being occupies the central position in the entire network. This study contributes to a deeper understanding of the well-being associated with English learning in EFL context and provides insights for enhancing learner’s well-being and optimizing foreign language teaching practices.

Since the cognitive revolution in the 1970s, metaphor research has made fruitful achievements. However, the existing theories of metaphor interpretation lack interface exploration with pragmatic factors, and cannot effectively explain how the meaning of a metaphor is generated. Ad hoc concept, as an innovative development in the relevancepragmatic perspective, elaborates the core mechanism of meaning construction in the interpretation and comprehension of metaphor. This is of vital importance to the development of cognitive metaphor theories. On the basis of teasing out the progress of metaphor explanation and understanding oriented by Relevance Theory, this study highlights the central role of ad hoc concepts in metaphor comprehension, so as to enrich the theoretical framework of cognitive metaphor research and promote the development of contemporary metaphor pursuit.

This paper examines four major publishing catalogs/ databases, focusing on the evolution of Chinese contemporary fiction published in the United States from 1979 to 2023. It investigates the diachronic development of English translations of contemporary Chinese literature through four key dimensions:the authors translated, the works selected, the translation models employed, and the publishers involved. The findings indicate that: (1)The variety of translated genres has expanded, reflecting an increasing interest in Chinese contemporary fiction within the U.S. market; (2)Despite a rise in the number of translated authors, fewer than 30% have received substantial promotion, highlighting the need for enhanced efforts to elevate key authors; (3) The prevailing translation model is predominantly characterized by individual overseas translators, although collaborative translation approaches are becoming more varied; and (4)The landscape of translated publications has diversified, necessitating a stronger focus on innovative cross-cultural publishing mechanisms.

Based on the EMPATHICS model of well-being proposed by Oxford (2016), this article conducts empirical research on eight students participating in college English literature courses. Through data including self-narrated materials and semi-structured interviews about learning experiences, it examines the connotation of learners’ well-being in L2 literary studies and explores the nexus between L2 literary studies and learners’ well-being. The research findings reveal that literary studies is more conducive to inspiring learners’ well-being due to its rich emotional experiences. It is more likely to facilitate learners in discovering the meaning of learning and internalizing the motivation for learning. Literary studies contributes to the cultivation of positive individual traits such as critical thinking, which has a predictive role in individual positive performance.

For the past few years, the blended teaching model has been a hot issue in the innovation of teaching in higher education, which represents the trend of the application of educational technology in universities. With the guidance of online / blended curriculum standards, the paper introduces and analyzes the design and important issues in blended courses from four perspectives, i.e. “learning objectives”,“learning evaluation”,“learning activities”,and“learning resources”,using the National Level First Class Online-offline Blended Course “Listening and Speaking for General Academic Purposes”as an example. Furthermore, the paper concludes and summarizes the principles for designing and ideas of constructing blended courses based on experiences from course development and construction.

This study performed a comparative analysis of the studies on Language Assessment Literacy (LAL) within the realms of international and domestic academia, utilizing a scoping review methodology. The aim was to explore the differences and similarities in LAL research across these contexts. Based on the Web of Science (WoS) and China National Knowledge Infrastructure (CNKI)databases, the research examined articles published in significant journals between 2008 and 2023,selecting 52 English and 42 Chinese journal papers for analysis. The results indicated that while international LAL research has progressed through the phases of emerging, developing and surging, domestic research has transitioned from a nascent stage to a surge phase. International studies focused more on social contextual factors and diverse stakeholders, whereas domestic research concentrated on the development of LAL among foreign language teachers. In terms of methodology, international research leaned towards qualitative studies, while domestic research favored a mixed-method approach. It is suggested that domestic LAL research should broaden perspectives, expand the scope of research participants, and delve deeper into research questions to foster the professional development and education of teachers.

The agency of primary school English teachers in the New Curriculum Reform has a great impact on the quality of English teaching and the professional development of teachers. Research on the agency of primary school English teachers in northwest Yunnan Province helps to reveal how they participate in teaching reform. This paper, based on the analysis of interview discourse within the framework of Positioning Theory, examines the tensions arising from various conflicts revealed by the teachers involved in the study. The analysis identifies several including the clash between teachers’ actual teaching behavior and their ideals, between their agency and their recognition of rights and duties; and between their understanding of students’ needs for overall development and specific needs in English learning. The findings suggest that primary school English teachers should focus more on children’s needs for overall growth, especially their socio-emotional development rather than solely on achieving a high level of expertise in English teaching. These research findings are significant for properly understanding and respecting local primary school English teachers, and promoting their professional development.

Based on the EMPATHICS model, this study investigated the foreign language learning well-being of four doctoral candidates. The data mainly came from in-depth semi-structural interviews. The findings are as follows: 1)doctoral candidates’ subjective well-being directly hinged on learning motivation and was mainly manifested as the pleasure derived from aspiration for knowledge and the satisfaction from completion of academic tasks. The psychological well-being mainly came from the academic growth, the cultivation of perseverance and the improvement of thinking pattern. Social well-being was derived from the actualization of social value emerging from social interaction. 2)Four doctoral candidates achieved psychological well-being and social well-being by overcoming negative emotions and establishing positive social interaction. The transformation between different types of well-being was influenced by doctoral candidates perezhivanie (lived / emotional experience)as well as indicative of a new perezhivanie. Finally, this study concludes by pointing out the importance of heightening doctoral candidates well-being by regulating negative emotions and enhancing interpersonal interaction.

Harold de Campos, a Brazilian concrete poet, was a distinguished translation theorist and sinologist in Latin America. He was renowned for his exceptional achievements in concrete poetry, translation as pedagogy, translation criticism and practice. His distinctive thought of translating traditional Chinese poetry into Portuguese gained him recognition since the formal introduction of Chinese poetry into the Portuguese literary world in the late 19th century. His poetics of “transcreation”is innovatively implemented within a specific cultural context through his approach to translating Chinese poetry, which he refers to as “reimagination”. Campos transformed the Brazilian literary scene by introducing and translating a plethora of canons of Eastern and Western poetry. He elevates the act of translation to a scintillating pedagogy that educates the target audience and inspires creative writing in concrete poetry. The aesthetic standard of Brazilian literature and art was significantly influenced by this poetic philosophy. The objective of this paper is to analyze the fundamental meaning of Campos’s poetics of“transcreation”,examine the application of “reimagination”in a specific case of translating Chinese poetry, and investigate the intimate correlation between the theory and practice of “transcreation” poetics. Additionally, it improves the reception of classical Chinese poetry in Latin America and provides fresh insights for interpreting Chinese poetry in cross-cultural contexts.

Teachers’ emotions are the product of the interaction between individual characteristics and the external environment. Using educational ecology theory as a framework, this study explores the emotions of secondary school German teachers. By analyzing the complex and variable external environments and teachers’ emotional experiences at different levels within the educational ecological system, the study found that teachers’ positive emotional experiences mainly stem from harmonious colleague and teacher-student relationships and successful teaching practices. Negative emotional experiences are primarily centered on tasks with weak relevance to teaching and a lack of understanding from outsiders. Additionally, due to the relatively weak foundation, the development of the German subject and teachers’ emotions are more susceptible to the influence of policy orientation, local educational research institutions, and various levels within the ecological system.

Learner well-being is one of the most important factors to be considered in foreign language education, but little is currently known about its socio-cultural aspects. In view of this, the present study attempted to develop a measurement scale for the sociocultural well-being of EFL learners based on literature analysis, semi-structured interviews, and multiple rounds of focus group discussions. Utilizing questionnaire data from 1341 Chinese EFL learners, item analysis, exploratory factor analysis, and confirmatory factor analysis were conducted to examine the reliability and validity of the scale. The final scale comprised two dimensions (social well-being and cultural well-being)and five sub-dimensions (social integration, social acceptance, social contribution, cultural awareness, and cultural recognition),totaling 35 items. Statistical analyses affirmed the developed scale’s high reliability and validity, meeting established psychometric criteria. Consequently, this scale can serve as a robust and effective tool for researching the sociocultural well-being of EFL learners in the Chinese educational context.

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 present paper studies cataphora in natural conversation from the perspective of epistemics. It is found that the imbalanced epistemic status towards the referent of cataphor prompts the interactants to make referential negotiation, thus touching off cataphora. Typically, it is the speaker (K+)who provides the postcedent, while there are cases where the recipient (K-)seeks confirmation by providing a candidate postcedent based on common ground, shared knowledge or contextualization cues. In so doing,the interactants achieve epistemic balance and the conversation moves forward after achieving intersubjectivity. As for the referential negotiation, four types are identified:(1)The postcedent is provided by the speaker in the same turn;(2)The postcedent is produced by the speaker after the next turn;(3)The postcedent is given by the speaker after multi-turns;(4)Sometimes the recipient provides the postcedent in the next turn.

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.

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.

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”.

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.