This study explores the connotation and practice of Chinese cultural awareness construction in university foreign language education. It elucidates the significant importance of integrating Chinese culture into university foreign language education, and provides a detailed analysis of the three levels of Chinese cultural awareness construction, namely recognition of Chinese culture, identification of Chinese culture, and confidence in Chinese culture. Based on questionnaire surveys and interviews of university foreign language teachers, it then proposes specific implementation routes from the aspects of textbooks, teaching methods and teachers, focusing on promoting the sublimation of students' Chinese cultural awareness from recognition to identification and ultimately to confidence. The study contributes to the cultivation of new-era talents with rich culture and the realization of the grand vision of a culturally strong China.

This study, from the perspective of educational ecology, proposes ways to build a symbiotic and win-win interdisciplinary “foreign language + discipline” teaching community, as well as a collaborative mechanism between ESAP (English for specific academic purposes) teachers and disciplinary supervisors. The interdisciplinary teaching community forms an educational synergy through the collaborative mechanism in terms of teaching goals and principles, teaching activities, teaching resources, and teaching research. The teaching community interacts with ecological factors such as learning activities, learning tools, and physical learning environment, creating a dynamic ESAP teaching ecosystem. The results of a preliminary survey show that the established teaching community can facilitate both foreign language acquisition and disciplinary learning, aligning the ESAP teaching ecosystem with the overall educational goals, and promoting the healthy development of the higher education ecosystem.

Through questionnaires and semi-structured interviews, this study examines multiple interaction levels of 776 university English learners. It also delves into the role of learners' affordance perceptions in shaping the functioning mechanism for multiple interaction from an ecological perspective. The findings reveal that: (1) on the whole, the learners demonstrate medium to high levels of all dimensions of multiple interaction, yet there exists a slight imbalance across different interaction modes and stages; (2) the learners' perceived affordance types during multiple interaction exhibit consistency, but their perceptions of affordances in terms of necessity, usefulness and accessibility vary, leading to categorization of the functioning mechanism for multiple interaction into three paths: “teacher-student interaction → human-computer interaction → peer-peer interaction” (driven by perceived necessity), “human-computer interaction → teacher-student interaction → peer-peer interaction” (driven by perceived usefulness), and “human-computer interaction → peer-peer interaction → teacher-student interaction” (driven by perceived accessibility). The study contributes to deeper understanding of learners' behavioral and psychological mechanisms in multiple interaction, and offers insights for improving foreign language teaching and learning strategies.

This paper overviews the issues related to the researchpractice relationship in second language education. In the field of second language education, there has long been a disconnect between theoretical research and teaching practice, primarily due to: (1) practical and epistemological barriers between researchers and teachers; (2) past research typically focusing only on teachers while neglecting other stakeholders in the educational ecosystem; (3) the limitations of empirical research in directly addressing complex educational contexts. To bridge the gap between research and practice, the paper proposes a series of potential actions that researchers can take, including fostering a sense of collaboration, re-examining research topics, designs and dissemination, and clarifying research directions, with the aim of better advancing second language education.

By using the CiteSpace software to visually analyze 356 journal papers themed on financial English included in CNKI from 2002 to 2021, this paper surveys the development of financial English research in China. The results are as follows: (1) the research institutions of the core literature are mostly finance and economics academies; (2) the research focuses are mainly language ontology and translation of financial English, talent training system, and innovative teaching reform; (3) the research trend has developed from scattered studies to macroscopic, systematic and diversified studies, but there are still such problems as the shallow research level, dominant speculative research methods, unbalanced research objects, homogeneous research perspectives and unidirectional kinetic energy of research. In the future, financial English researchers should improve the research level of financial English teaching reform, deepen verifiable information-aided empirical research, balance research fields and themes, enrich the interdisciplinary nature of financial English research, and explore the path of international financial English communication.

Playing an important role in learners' L2 writing development, engagement with feedback is jointly affected by individual factors and environmental factors. The application of automated writing evaluation (AWE) system has furnished L2 writing pedagogic practice with a new environment of integrated feedback. This study examines the impact of the integrated feedback environment on learner engagement and L2 writing performance. The findings reveal that: (1) integrated feedback significantly outshines teacher feedback in improving learner engagement and consequently L2 writing performance; (2) in the integrated feedback environment, cognitive engagement has the greatest impact on learners' L2 writing performance, followed by behavioral engagement and affective engagement, and regarding cognitive engagement, the use of metacognitive strategies significantly contributes to a valid prediction of learners' writing performance.

This study examines the application of artificial intelligence, particularly large language models (LLMs) in integrating Chinese culture into foreign language teaching, focusing on two key dimensions of cultural understanding and narration. For cultural understanding, LLMs support cultural theme analysis and cross-cultural concept comparison, effectively broadening learners' cultural horizons and enhancing their intercultural sensitivity. For cultural narration, LLMs assist in optimizing content expression and narrative strategies, improving the precision of cultural communication. The study emphasizes that successful human-machine collaboration hinges on maintaining learners' active cognitive engagement throughout the learning process. Additionally, given the potential ideological issues in LLMs-generated content, teachers need to develop keen discriminatory abilities and guide learners in strengthening their cultural autonomy and critical thinking skills.

Research on emotions in the field of applied linguistics predominantly focuses on their linear effects, overlooking nonlinear relationships among variables. Conducting a questionnaire survey of 325 undergraduate students, and utilizing polynomial regression and response surface analysis, this study investigates the nonlinear impact of foreign language anxiety and enjoyment on learning engagement. The results reveal that when foreign language anxiety and enjoyment change in the same direction, students' engagement is significantly higher in the low anxiety and enjoyment situation than in the high anxiety and enjoyment situation. When foreign language anxiety and enjoyment change in the opposite directions, students' engagement is significantly higher in the low anxiety and high enjoyment situation than in the high anxiety and low enjoyment situation. The study offers a novel perspective for foreign language emotion research and provides implications for enhancing students' foreign language learning engagement.

It has become important development strategies for higher education in China to construct a high-quality foreign language education system and promote the new quality development of foreign language discipline. Drawing on the relevant studies and main viewpoints of the 6th Annual Conference of the China University Alliance for the Development of Foreign Language and Literature Discipline, this paper discusses the paths for the new quality development of foreign language discipline from five aspects, namely the connotative development of discipline, the reshaping of the mechanism for talents cultivation, the construction of curricula, the systematic transformation of education models, and the building of high-quality faculty. These paths aim at the innovative development of foreign language discipline.

As an important course assessment form, portfolio assessment requires a scientific rating scale for its effective application. Taking the case of the course Comprehensive English and adopting the method of teacher-student cooperative construction, this study collected and analyzed the independent ratings and reflections of teachers and students on portfolios, focused group discussions and questionnaire surveys to develop a rating scale for the portfolio. It subsequently validated the portfolio through the Many-Facet Rasch Model analysis of student ratings. The study provides empirical evidence for applying portfolios to foreign language courses, and has methodological implications for developing rating scales for other courses of foreign language programs.

In the New Era, integrating excellent traditional Chinese culture into teaching of foreign language majors has become increasingly important and urgent. Taking the course “Key Topics on Traditional Chinese Culture” as a case study, this paper addresses the issue mainly from two aspects of curriculum framework and teaching methods. In terms of the former, the author establishes the course themes based on traditional Chinese philosophical ideology of “Confucianism, Buddhism, and Taoism” and traditional Chinese literature of “Tang Poetry, Song Ci, Yuan Drama, Ming and Qing Novels”, and constructs three core teaching modules, including cultural learning, foreign language expression, and translation analysis. Regarding the latter, the author proposes five methods, namely close reading and appreciation, terminology translation, comparative reading of multiple translations, cross-cultural comparison, and synthesis. The paper provides references and insights for cultivating foreign language majors' ability of “telling China's stories well” and supporting the Chinese culture “Going Global” strategy.

This paper proposes a theoretical framework for multimodal construction of transcultural Chinese discourse, and applies it to analysing the national image promotional videos Perspectives (2011) and PRC (2023). Analysis shows that there are two forms of transcultural Chinese discourse systems. The former mainly relies on implicit evaluation, focusing on inclusiveness and internal diversity of Chinese culture; the latter highlights explicit evaluation, emphasizing interconnection and coexistence among different cultures. The paper suggests that research on transcultural multimodal Chinese discourse is of great significance for cultivating high-quality multidisciplinary talents specializing in foreign languages and international communication to enhance the efficacy of China's global communication.

To build a strong nation, education must be prioritized, and to strengthen education, the quality of teachers must be enhanced in the first place. This paper, in the context of building a strong nation in education, elaborates on the “five-in-one” competencies of college foreign language teachers. It addresses how college foreign language teachers should enhance digital literacy and utilize artificial intelligence to promote the digital transformation of college foreign language education. It calls on college foreign language teachers to consciously model themselves after exemplary educators, uphold moral character, diligently pursue academic excellence, and continuously enhance their own competencies, in order to advance education modernization, deliver education meeting people's expectations and build a strong nation in education.

Adopting a mixed design based on the Latent Growth Curve Modeling and Retrodictive Modeling from a Complexity Theory perspective, this study investigates the macro, meso and micro developmental features of English writing competence in a group of English-major freshmen across one year. It uses lexical complexity, sentence complexity, accuracy and fluency as the variables, and finds that: (1) the students' CAF development is not linear, faster at the beginning and the end than in the middle; (2) the students' English writing competence can be longitudinally classified into three prototypes, namely the continuous stable type, bouncing first and then stable type, and alternate bouncing and stable type; (3) the CAF development of the typical students indicates that the dynamic correlations among the sub-systems are different in three prototypes, and distribution of cognitive resources, initial writing habits, feedback and motivation are the driving forces of different outcomes. The results have implications for teaching of English writing.

Based on an analysis of the advantages and misunderstandings of integrated values education (IVE) in foreign language majors, this paper discusses the practical IVE approaches from three dimensions of the development patterns, curriculum field and participants. As for the development patterns, the specification requirements of IVE for foreign language talents are clarified, and an IVE development chain closely attached to the knowledge and ability chains is built, with the aim of linking the course IVE and major IVE. As for the curriculum field, the curriculum field of foreign language majors should be extended on the basis of IVE ideas, and the key elements in the resource-based field and space-based field should be activated and connected for dynamic interaction. As for the participants, teachers, students, CPC members and administrative personnel should form a joint force to achieve synergy of in-class and out-of-class teaching, and enhance the effectiveness of holistic education.

This article presents the thoughts and views of the author as a senior textbook writer on college English coursebook compilation. It first deals with the guiding principles for textbook writing and their theoretical bases, then elaborates the process of textbook compiling step by step, and further brings up four salient points of concern to editors, i.e. appropriate editor qualifications, material selection, word repetition rates and exercise compilation. Finally, the article expounds on the author's reflections and expectations about the coursebook compilation. It highlights the importance of editing creatively and sticking to what you think is right, accentuates the roles of lexical chunks, collocations and usage, and proposes that the FLT theory and system in line with the situation of our country be developed soon, still better quality coursebooks be compiled, textbook writers go professionalized, and credible textbook evaluation platforms be established.

The xu-argument, a newly emerging view on language learning, has received considerable attention largely because it offers a new approach to enhancing pedagogical and methodological efficiency in L2 teaching and learning. In order to make better use of the approach, this paper sets out to reveal the rationale for its high efficiency in promoting L2 learning, and highlight its four key features facilitative of L2 learning efficiency. Specifically, the xu-argument i) addresses a fundamental issue of L2 learning, ii) capitalizes on the asymmetry between language comprehension and production, iii) gives full play to the role of context, and iv) maximizes the alignment effect arising from interaction.

Interactional structures reflect participants' underlying cognitive structures, and productive interactional structures in the classroom can help students engage in deeper cognitive processes. The perspective of conversation analysis has great strength in exploring micro interactional structures, while the perspective of language socialization excels at tracking speech events over time and unravels relationships among language, thoughts, and culture. Integrating these two perspectives, this paper proposes a theoretical framework for investigating structural patterns of classroom interaction in both hierarchical and linear dimensions. It then reviews, relates, and evaluates prior studies on classroom interaction before summarizing their gaps to point out future research directions.

Based on the dynamic assessment theory, this paper constructs a translation technology teaching assessment model. Designed to develop translation technology competence, the assessment model embodies the construction principles of process orientation, integration of teaching and assessment, multiple interaction and technical support, and includes the essential elements of assessment contents, methods, assessors and tools. The paper further instantiates the assessment model by incorporating the above-mentioned elements into the four teaching stages of a computer-aided translation course, namely teaching guidance, training reinforcement, project collaboration and effect testing. It shows the applicability of the assessment model, and provides useful reference for the translation technology teaching assessment.

Guided by the primary task of new liberal arts construction, this paper describes the core concepts of the positioning and talent training of interdisciplinary business English program in the Teaching Guide for University Undergraduate Business English Program (hereinafter referred to as the Teaching Guide for Business English) from the aspects of the definition, educational objectives and training ways of interdisciplinary business English talents, and proposes five composite training ways. It contributes to a better understanding and implementation of the Teaching Guide for Business English, and has important implications for the connotative, unique and innovative development of business English program.

One of the major challenges in implementing blended foreign language courses is how to realize the organic integration of online and face-to-face instructional activities. Drawing on the semantic waves theory, this study argues that online and face-to-face instructions should be integrated to produce semantic waves, where knowledge is transformed between relatively decontextualized, condensed meanings and context-dependent, simplified meanings, so as to enable cumulative knowledge building. The study illustrates the application of this blended learning model in a college English course with respect to the organization of knowledge objectives, selection of learning resources, design of teaching activities and monitoring of learning processes. Finally, it puts forward suggestions for the construction of the blended foreign language learning ecosystem.

Advances in information and communication technology (ICT) have brought new opportunities to foreign language education in universities, and the new ecology of online and offline integrated teaching has put forward new requirements for non-language major foreign language teachers. This paper sorts out the conceptions of teacher competence and the previous relevant literature both at home and abroad. Then, it proposes a situated and dynamic competence framework for non-language major foreign language teachers in the online and offline integrated environment. The proposed framework comprises three competence components of awareness, knowledge and skills, and includes three development stages of exploration, integration and innovation. The paper is expected to provide insights for the professional development of university non-language major foreign language teachers in the information age, and promote the deep integration of ICT and foreign language teaching.

This paper first probes into the evolution of Blended Language Learning (BLL), focusing on the debate over the legitimacy of BLL, the broad versus narrow BLL, and the concept of BLL versus CALL. Then it analyses the multi-layer BLL construct from such dimensions as physical space and time, technology application, SLA and pedagogical theories. It proposes that BLL involves developing a language learning ecology which expands from blending space-time to integrating multiple SLA theories and building communities of inquiry. By adhering to systematic epistemology and integration of multiple research methods and theoretical models, future BLL research needs to adopt an evidence-based approach to address three key issues of learning mechanism, evaluation and system design from the perspective of blended learning ecology, aiming at promoting the development of blended foreign language teaching theory and practice with Chinese characteristics.

As an essential part of the translation technology course, learning assessment examines and promotes students' learning of translation technology. Based on the guiding principles of the Teaching Guide for University Undergraduate Translation Major and the constructivist learning theory, this paper interprets the concept of translation technology learning assessment, analyzes the learning assessment dilemma of the translation technology course, and attempts to construct an innovative learning assessment model of translation technology in the new media environment by using WeChat Official Account as a platform to publish students' learning outcomes. In doing so, students are expected to shift from homework-oriented thinking to publication-oriented thinking and from passive learning to active learning, improving their sense of fulfillment and achievement in translation technology learning. The model aims not only to improve students' translation technology literacy, but also to cultivate such qualities of students as media & information literacy, problem solving competence, and content production competence in the new media environment.

Technical writing and technical translation have become closely converged in the language service industry with the development of globalization and localization. This study, based on a questionnaire survey of the convergence of technical writing and technical translation in China, finds that technical writing converges with technical translation in different degrees and in different ways, but with unsatisfying effects. It also analyses various opinions from universities and enterprises about technical writing competences, and reveals some cognitive gaps between the two sides. Therefore, with the establishment of “International Language Service” as a new discipline, efforts need to be redoubled to advance the education of technical writers and translators, so as to bring forth more marketable talents to help with the globalization of enterprises, and to strengthen the images and international communication competences of Chinese brands.