25 October 2025, Issue 5
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Foreign Language World. 2025, 0(5): 2-9.
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As an essential higher-order capacity for foreign language learners, meta discourse awareness provides vital support for fostering high-quality foreign language professionals. Drawing on the findings from the research on English-Chinese discourse contrastive analysis, this paper proposes a content framework and its implementation strategy for cultivating meta discourse awareness. The framework operates at the micro, meso and macro levels, and comprises five key factors, namely structural awareness, semantic awareness, genre awareness, critical awareness and intercultural awareness. To implement the framework, the metacognition driven input-output strategy is adopted. With metacognition in the central organizing position, the strategy emphasizes clear goal orientation and self-regulatory ability development through discourse input and output. Its core lies in the bidirectional adjustment by teachers and learners via continuous reflection and feedback, thereby facilitating the effective transfer from English-Chinese discourse knowledge to intercultural discourse processing competence. -
Foreign Language World. 2025, 0(5): 10-18. Abstract (
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Speech perception is a cognitive process that integrates visual and auditory modalities. Observers process prominent information through visual (e.g. facial expressions) and auditory (e.g. prominence) cues. Based on the McGurk effect theory, this study investigates Chinese EFL learners' audiovisual perception of English and Chinese prominence by measuring reaction time and accuracy. The results reveal that the congruent audiovisual cues have the strongest effect on prominence perception. It is easier for EFL learners to judge Chinese prominence than English prominence, showing native language advantage. Under audiovisually congruent conditions, EFL learners' audiovisual perception patterns of English prominence closely approximate those of native speakers. It is faster and easier to detect prominent words in the non-final positions of a sentence than those in the final position. The study provides foundational data for human-computer interaction research, offering practical application value in fields such as intelligent education and medical rehabilitation.
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Foreign Language World. 2025, 0(5): 19-28. Abstract (
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Intelligent chatbots are emerging technological tools for second language acquisition, though their effects on language acquisition remain controversial. Using meta-analysis, this study examines the overall and moderating effects of 35 experimental and quasi-experimental studies on application of intelligent chatbots to second language acquisition in the past decade. The results show that: (1) the overall average effect value is 0.677, exhibiting a large effect on language learning; (2) the moderating variables such as learning stages, teaching cycles, intelligent chatbot features (including interfaces and interaction modes), and second language skills produce significant effects on language learning, while learning situations have no moderating effect. The study provides implications for applying intelligent chatbots to second language teaching.
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Foreign Language World. 2025, 0(5): 29-35. Abstract (
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The development of China's higher foreign language education has always been closely aligned with national strategies. This paper begins with a concise review of the evolution of higher foreign language education since the reform and opening-up, revealing the historical logic behind its service to national strategies. On this basis, it argues that the new connotation of higher foreign language education has shifted toward playing a foundational and strategic supporting role in pursuing the cause of building China into a leading country in education. Against the backdrop of national rejuvenation and digital-intelligent technological transformation, the paper proposes for higher foreign language education a trinity of development coordinates, grounded in “Chinese perspective, mutual learning among civilizations, and AI integration”. Through systematic self-innovation and accelerated transformation, higher foreign language education should commit to cultivating new-type foreign language professionals capable of meeting the critical national needs, and proactively respond to the requirements of the times within the broader context of “advancing the rejuvenation of the Chinese nation on all fronts through a Chinese path to modernization”.
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Foreign Language World. 2025, 0(5): 36-41. Abstract (
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Fostering moral ethics through education and developing students' disciplinary and cross-disciplinary competencies is a key agenda for cultivating talents for the “Four New Disciplinary Initiatives” and a core component of curriculum reform. This paper focuses on the development of AI-enhanced College English courses. Taking a national excellent course as an example, it introduces an AI-enhanced College English course integrating AI technology with the course content. Through functions such as the construction of multi-dimensional knowledge and competency graphs, human-computer collaborative teaching and learning, full-cycle support from virtual teaching assistants and virtual teachers, and intelligent data feedback, the course promotes the cultivation of College English language and interdisciplinary competencies geared towards the “Four New Disciplinary Initiatives”, thereby realizing the transition from knowledge acquisition to intelligence growth in College English teaching.
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Foreign Language World. 2025, 0(5): 42-49. Abstract (
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This one year longitudinal study involves two cohorts of undergraduates at a Chinese university: 2 673 students from the 2022 cohort and 2 272 students from the 2023 cohort. It uses a self-developed GenAI-powered personalized adaptive learning system ZJU E-Lang, and examines its role in improving EFL listening and reading abilities from the perspectives of learning outcomes and students' perceived effectiveness. The findings indicate that the GenAI-powered system significantly enhanced students' English listening and reading abilities. However, a clear novelty effect was observed, with substantial progress during the first half of the year followed by a slowdown in the second half. Students' perceptions of the GenAI-powered system varied by discipline, but disciplinary backgrounds did not interact with GenAI-facilitated learning effects. The positive effects of the GenAI-powered system in supporting language learning provide enlightenment for the deep integration of human intelligence and artificial intelligence in foreign language teaching.
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Foreign Language World. 2025, 0(5): 50-59. Abstract (
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This study adopted a systematic review approach and analyzed the research methods employed in empirical studies in the field of applied linguistics from the perspective of complex dynamic systems theory (CDST). It summarized and discussed the research designs, participants, timescales and data collection methods, as well as data analysis methods. The analysis showed that the domestic and foreign CDST studies were featured with trends toward interdisciplinarity, paradigm integration and methodological innovation, though they differed in participant selection and design implementation.Domestic studies were primarily based on small-scale quantitative designs, focusing mainly on second language development at the tertiary level, with relatively limited data collection and analytical methods; in contrast, international studies involved larger sample sizes, covered learners at different educational stages, and used more diverse methods of data collection and analysis. It is suggested that future research should enrich theoretical perspectives, adopt integrated designs, and employ interdisciplinary methods to further reveal the dynamics and complexities of complex systems.
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Foreign Language World. 2025, 0(5): 60-68. Abstract (
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This paper systematically reviews the empirical literature on language teacher identity from the CSSCI and SSCI databases (2014-2024), and provides a comprehensive analysis of the research methods employed, with particular emphasis on the techniques for enhancing the quality of qualitative research and the ways in which the quality is reported. The main findings are as follows: (1) both Chinese and English-language literature feature qualitative research, with a wide use of interviews, observations and written materials to gather data, but Chinese literature also presents a more diverse range of research paths, including quantitative and mixed-methods research. (2) Case studies dominate qualitative research in both Chinese and English literature, with a rising trend of narrative research focusing on exploring language teacher identity from open and exploratory perspectives. (3) Qualitative research in both Chinese and English literature employs various quality-enhancing methods, such as triangulation and member check to enhance research credibility, while the use of quality terminologies is insufficient and inconsistent, and English literature shows the tendency to develop quality assessment standards applicable to qualitative research. The paper reveals the similarities and differences between Chinese and English empirical research on language teacher identity in terms of research methods, quality strategies, and terminological reporting, providing reference and enlightenment for advancing methodological awareness and standardization in teacher identity research.
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Foreign Language World. 2025, 0(5): 69-76. Abstract (
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The rise of large language models has profoundly reshaped translation production practices, presenting a significant challenge to traditional translation training systems. This paper, oriented towards the objectives of knowledge, skills, and critical thinking, proposes a pedagogical framework driven by large language models for human-machine collaborative translation. The framework comprises a four-stage teaching pathway of translation diagnosis, prompt design, multi-round interaction and project practice, and adopts a comprehensive evaluation method, aiming to promote the intelligent transformation of translation education and cultivate innovative translators in the AI era.
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Foreign Language World. 2025, 0(5): 77-85. Abstract (
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Machine translation literacy has emerged as a frontier topic in translation studies in the human-machine collaboration era, but assessment tools for machine translation literacy remain underdeveloped. This study attempts to construct a machine translation literacy scale consisting of 5 dimensions and 18 indicators, and examines its reliability and validity. The dimensions include human-machine translating knowledge, human-machine translating strategies, pre-editing techniques, post-editing techniques and human-machine relationship understanding. The statistical results indicate that the scale demonstrates good convergent validity, discriminant validity, and internal consistency reliability. The machine translation literacy scale may provide reference for quantitative assessment in translation education and practice.
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Foreign Language World. 2025, 0(5): 86-93. Abstract (
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This paper proposes a new model of translation revision competence by integrating key elements of translation competence and translation revision competence. The specific components of the model include cognitive competence, strategic competence, assessment competence, the spirit of truth-seeking, the spirit of utility-attaining, common elements of translation competence and unique elements of translation revision competence. It incorporates the translator's self-revision, which is often excluded by Western scholars, and can explain various types of translation revision, such as monolingual revision and literary translation revision. Its distinctive feature lies in the openness of components, so that each type of translation revision can activate corresponding sub-competences. The model has both theoretical and practical value, offering insights for understanding relevant theoretical translation concepts and cultivating translation talents.
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Foreign Language World. 2025, 0(5): 94-96.
主管：中华人民共和国教育部
主办：上海外国语大学
协办：高等学校外国语言文学类专业教学指
导委员会
高等学校大学外语教学指导委员会
职业院校外语类专业教学指导委员会
全国大学外语教学研究会
全国大学英语四、六级考试委员会
编辑：《外语界》编辑部
出版：上海外语教育出版社有限公司
ISSN 1004-5112
CN 31-1040/H
主办：上海外国语大学
协办：高等学校外国语言文学类专业教学指
导委员会
高等学校大学外语教学指导委员会
职业院校外语类专业教学指导委员会
全国大学外语教学研究会
全国大学英语四、六级考试委员会
编辑：《外语界》编辑部
出版：上海外语教育出版社有限公司
ISSN 1004-5112
CN 31-1040/H
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