Journal of Language, Culture and Education
The Journal of Language, Culture and Education (JLCE) is a peer-reviewed, interdisciplinary academic journal dedicated to exploring the dynamic intersections of language, cultural practices, and educational processes. The journal aims to provide a forum for the dissemination of cutting-edge research and theoretical perspectives that enhance our understanding of language learning and teaching, cultural exchange and diversity, and the educational practices that shape and are shaped by these elements.
Semantic and Communicative Translation in the Subtitle Translation of The Phantom of the Opera at the Royal Albert Hall
This study examines the translated version of The Phantom of the Opera at the Royal Albert Hall, produced by Kamigamisubs, and its translation strategies for the musical subtitles, based on Peter Newmark’s theories of semantic and communicative translation. In the end, the study concludes that the translators apply both semantic and communicative translation strategies flexibly in dealing with culture-specific elements, syntactic structures and emotional expressions. Transcription and literal translation are used for culture-specific elements such as proper names and opera titles in order to preserve the characteristics of the source language. The use of these strategies, such as the expansion and adaptation of imagery, may enhance the comprehension and accessibility of the song lyrics with special rhythmic features and culture-specific expressions for the target audience. The findings imply that the translation of subtitles for musicals should be a balance between the faithfulness of the original work and the comprehension of the audience. Newmark’s translation theory provides an effective analytical framework for this balance, and the findings can offer useful guidance for the translation of similar audiovisual texts.
The Phantom of the Opera, subtitle translation in musicals, semantic translation, communicative translation, Newmark’s translation theory
Copyright (c) 2026 Yihan Wang (Author) https://creativecommons.org/licenses/by/4.0
Research on the Pathways to Enhancing Digital Teaching Competence of Pre-service English Teachers Based on the TPACK Model
Against the dual backdrop of digital transformation in education and the focus on core literacy in the English subject, digital teaching competence has become one of the core competencies in the professional development of English teachers, directly impacting the improvement of English teaching quality in basic education and the advancement of educational modernization. The TPACK model (Technology Pedagogical Content Knowledge), as a core theoretical framework linking technology, pedagogy and subject content, provides scientific theoretical guidance for the development of digital teaching competence among pre-service English teachers. This paper uses the TPACK model as a guide. It combines two research methods. One is empirical research. The other is interview surveys. The goal is to look at digital teaching competencies in pre-service English teachers. The paper also looks at technological pedagogical beliefs. They help shape how these competencies grow. Then the study suggests three ways to make things better. First, optimize the curriculum system. Second, strengthen practical training. Third, foster technological pedagogical beliefs. Teacher training institutions can use these ideas to improve their talent development programs for English teacher education. They can also help pre-service English teachers build digital literacy.
TPACK, pre-service English teacher, digital teaching competence, technological pedagogical beliefs
Copyright (c) 2026 Liheng Jiang (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Translation of Energy Science and Technology Texts from the Perspective of Semantic Translation and Communicative Translation
From the perspective of Peter Newmark’s semantic translation and communicative translation theories, this paper selects excerpts from Navigating the Energy Maze: The Transition to a Sustainable Future as the research object and conducts a case analysis combined with the stylistic features of energy science and technology texts. Through comparative analysis of translated versions, the study concludes that semantic translation can maximally retain the meanings of energy-specific terminologies and the syntactic structures of the original text, ensuring the professionalism and rigor of translations. Communicative translation, by contrast, complies with the reading habits of Chinese readers and adopts localized lexical conversion to produce more fluent translations. For texts concerning energy transition, translators may flexibly combine these two translation approaches.
semantic translation, communicative translation, energy science and technology texts, translation strategies
Copyright (c) 2026 Tongxin Zhang (Author) https://creativecommons.org/licenses/by/4.0
Cartoon Characters and Virtual Idols in the Context of Cross-Cultural Communication
Edward T. Hall’s high- and low-context communication theory provides a core framework for analyzing the transmission and adaptation logic of symbols in cross-cultural communication. Taking cartoon characters and modern virtual live streamers as the research subjects, this paper systematically explores the practical logic, influence mechanisms and practical dilemmas of the two types of communication carriers in cross-context scenarios from the dual perspectives of cultural communication and cultural adaptation. The findings indicate that Disney cartoon characters, rooted in low-context cultural traits, achieve adaptation to high-context markets through universal value packaging, localization of cultural symbols and multi-channel IP accumulation. Their adaptation logic has evolved from superficial presentation of cultural symbols in the early stage to in-depth exploration of cultural connotations. Empowered by technology and community co-creation, virtual live streamers realize dynamic adaptation between high and low contexts centering on real-time interaction, and fan communities build cross-cultural communities through three stages: adaptation, identification and consolidation. On this basis, this paper analyzes their cultural adaptation approaches with Disney movie characters and virtual live streamers as research materials, aiming to offer theoretical references for cross-cultural communication practices.
high- and low-context, virtual live streamers, cultural communication, cultural adaption
Copyright (c) 2026 Delong Chen (Author) https://creativecommons.org/licenses/by/4.0
A Cross-Cultural Analysis of Cross-Border E-Commerce Livestream Discourse: A Case Study of Mother’s Day Product-Selection Livestream on Amazon Live
Against the backdrop of global digital transformation and the rapid growth of cross-border e-commerce, English-language livestreaming has become an important channel for reaching international consumers. However, its discourse structure and cross-cultural adaptation remain underexplored. This study takes a Mother’s Day selection livestream on Amazon Live as its corpus and adopts a corpus-based mixed-method approach. Using LCA and L2SCA, it analyzes lexical richness and syntactic complexity and then interprets the findings through Hall’s high- and low-context theory [1]. The findings indicate that the conversation exhibits intermediate lexical sophistication together with significant lexical density and diversity. Short clauses, low subordination, restricted coordination, and condensed noun phrases are its syntactic characteristics. Overall, the livestream discourse follows a low-context cross-cultural communication strategy. This study enriches empirical research on English cross-border e-commerce livestream discourse and offers a linguistic reference for cross-cultural business communication.
cross-border e-commerce livestream, lexical richness, syntactic complexity, cross-cultural communication
Copyright (c) 2026 Manxue Zhang (Author) https://creativecommons.org/licenses/by/4.0
A Comparative Study of English Academic Introductions by Chinese and French Scholars: From the Perspective of Hofstede’s Cultural Dimensions
This paper makes a systematic review of Hofstede’s cultural dimension theory, mainly looking at its development track, scope of application, and some limitations in contemporary times. At the same time, the paper also integrates the core findings of academic English writing research on mother tongue transfer, discourse structure, syntactic complexity, word string distribution, stance expression and reporting strategies, focusing on how the cultural dimension affects the rhetorical choice and communicative convention of academic discourse. This study takes the English academic introductions written by Chinese and French scholars as the analysis object, and finds that there are indeed some structural differences between the two countries in the dimensions of power distance, individualism and collectivism, long-term orientation, uncertainty avoidance, masculinity and femininity, as well as indulgence and restraint. These differences synergistically influence the realization of textual moves, author identity construction, stance-marker preferences, evaluative tendencies in reporting verbs, and the degree of logical explicitness in cohesive mechanisms within introductions. Although existing studies have revealed macro-discourse divergences between Chinese and English-speaking scholars as well as between Chinese and French scholars, an empirically verifiable mapping model between cultural dimension parameters and micro-linguistic features of introductions has yet to be established. Furthermore, there remains a lack of in-depth depiction regarding the intercultural academic writing practices of French scholars.
second language acquisition, Hofstede’s Cultural Dimensions, academic English writing, introduction, Sino-French comparison
Copyright (c) 2026 Qiaochu Lin (Author) https://creativecommons.org/licenses/by/4.0
Empirical Research on Improving of Validity and Reliability in Educational Assessment Using Cognitive Intelligence Models
Purpose: The primary objective of this study was to explore the application of cognitive intelligence models in educational assessment, focusing on how these models can improve assessment validity, reliability, and feedback effectiveness. The research aimed to evaluate whether AI-powered assessments could better capture student performance, provide personalized feedback, and contribute to more accurate educational evaluations. Methodology: An empirical research design was employed to investigate the impact of cognitive intelligence models on educational assessments. Data were collected from a sample of students using both AI-powered assessments and traditional paper-based exams. The study involved comparing key performance indicators such as assessment validity, reliability, and feedback effectiveness. Statistical analyses, including Cronbach’s alpha for reliability and t-tests for performance comparison, were used to assess the significance of the results. Results: The findings indicated a significant improvement in the validity and reliability of AI-powered assessments. The experimental group using AI assessments scored 85.6% on average, while the control group using traditional exams scored 78.2%, with the difference being statistically significant (p < 0.01). AI assessments demonstrated higher reliability (Cronbach’s alpha = 0.92) compared to traditional exams (Cronbach’s alpha = 0.81). Personalized feedback from the AI system was highly rated by students, with 85% reporting it to be actionable and beneficial for improving learning outcomes. Additionally, AI assessments proved effective in predicting future student performance with an accuracy of 87%. Conclusion: The results demonstrate that cognitive intelligence models significantly enhance the quality of educational assessments, providing more valid, reliable, and personalized evaluations. These models offer advantages over traditional assessment methods by adapting to individual student needs and providing real-time, actionable feedback. Despite the potential benefits, challenges related to data privacy, algorithmic bias, and the role of human educators must be addressed to ensure the ethical and effective implementation of AI in educational settings.
cognitive intelligence models, educational assessment, personalized feedback, AI in education
Copyright (c) 2026 Tingting Li (Author) https://creativecommons.org/licenses/by/4.0
From “Discipline” to “Enlightenment”: A Study of the Transformation of Drama’s Role in Women’s Education and Its Contemporary Educational Applications
Since its inception, theater has served an educational function, subtly influencing and reshaping audiences’ perceptions through embodied emotional experiences and public viewing mechanisms. Currently, the awakening of feminist consciousness is characterized by “imbalance, othering, and spontaneity,” necessitating a shift from emotional resonance to rational reflection; theater, in this context, serves as a potential vehicle for education. At the same time, as an integral group of characters on the theatrical stage, the evolution of female characters subtly reflects the trajectory of gender norms from traditional to modern times. Therefore, this study, grounded in the educational function of theater, systematically traces the historical evolution of female characters in drama and explores the prospects for applying theater in contemporary women’s education. Employing literature analysis and close textual reading, combined with practical case studies of educational theater, the study identifies three distinct phases in the evolution of drama: from “discipline” to “enlightenment,” and finally to “self-expression.” It concludes that drama serves as an effective educational tool to foster women’s awareness and affirmation of their own identities. The findings indicate that theater has not only undergone a historical transformation from a “tool of discipline” to a “medium of enlightenment,” but can also serve as an educational tool in contemporary women’s education, providing more robust cultural support for the deep-rooted acceptance of gender equality.
women, discipline, enlightenment, educational theater, gender education
Copyright (c) 2026 Chengyang Yu (Author) https://creativecommons.org/licenses/by/4.0
A Study on Film Subtitle Translation of Nobody from the Perspective of Semantic Translation and Communicative Translation
Against the background of the expanding global outreach of Chinese culture, the international communication of domestic animated films relies heavily on high-quality subtitle translation. Based on semantic translation and communicative translation theories, this paper takes the English subtitles of the Chinese animated film Nobody as the research object, probes into the translation strategies and practical effects of semantic translation, communicative translation and their combined application. It aims to provide practical references for subtitle translation of Chinese animated films and facilitate more effective international communication of such films.
semantic translation, communicative translation, subtitle translation, Nobody
Copyright (c) 2026 Xiaohan Zhang (Author) https://creativecommons.org/licenses/by/4.0
The Genius Loci of Chinese Shuyuan from the Perspective of Confucian Culture
As the core place for scholars to pursue studies, give lectures, and cultivate themselves in the later period of Chinese feudal society, the genius loci of Shuyuan is rooted in the soil of Confucian culture, presenting a unique character of the symbiosis of ritual order and natural interest, and the integration of moral enlightenment and life freedom. Traditionally, there are usually both garden landscapes and high walls in Shuyuan. The garden symbolizes natural will and life liberation, while the high wall represents humanistic order and behavioral norms. Seemingly opposite, the two are organically unified in the academy space. Taking the site selection, environment construction, architectural regulations, and cultural symbols of Shuyuan as analytical dimensions, this paper reveals how the academy space carries the value pursuit of Confucian self-cultivation, scholarship, and preaching through the construction logic of “residing in a scenic place”, “managing water and planting trees”, “complementing ritual and music”, and “harmony between man and nature”. It also explains how traditional Chinese literati architecture achieves a spiritual balance between ritual constraints and natural affinity, providing a theoretical perspective for understanding the cultural connotation of traditional educational spaces.
genius loci of Chinese Shuyuan, Confucian culture, garden; high wall, harmony between man and nature
Copyright (c) 2026 Yanhong Fang (Author) https://creativecommons.org/licenses/by/4.0
The Development and Recent Changes in Chinese Language Education in Mauritius——A Case Study of Xinhua School
With over a century of history, the Mauritius Xinhua School stands as a microcosm of Chinese language education in Africa, witnessing its evolution throughout the decades. Analyzing the school’s history and current status provides insights for advancing Chinese language education among overseas Chinese communities in Africa. Initially operating in the Hakka dialect, the school reached its peak during the 1930s and 1940s amid global conflicts and China’s national rejuvenation efforts. From the 1950s to the 1970s, however, its decline occurred as overseas Chinese shifted from returning to their ancestral roots to establishing new communities. With the growing economic significance of Chinese language proficiency, the school experienced a gradual revival after the 1970s. Today, facing challenges such as scarce educational resources, building a “Chinese Language Education Community” has become a crucial pathway for the development of these century-old institutions.
Mauritius, Xinhua School, development of Chinese schools, Chinese language education community
Copyright (c) 2026 Xiaojun Qi, Liguo Gao (Author) https://creativecommons.org/licenses/by/4.0
Embodied Cognition: Space, Body and Ethical Growth in Emma
Jane Austen’s Emma traces its heroine’s transition from self-centeredness to ethical awareness. Previous studies have been largely confined to discourse analysis and psychological interpretation, with little systematic attention to the relationship between space, the body, and cognition. Based on Embodied Cognition Theory, this paper offers an analysis of the novel through the framework of “space—body—cognition”. The Spatial Discipline of Hartfield Manor shapes Emma’s initial self-centered cognition. Embodied Conflicts such as Mr. Elton’s proposal and her mockery of Miss Bates unsettle her established cognitive system. Shifts in Sensory Experience ultimately drive her toward moral empathy and Ethical Growth. Therefore, Emma’s growth is not just a mental process of self-reflection but also a cognitive change. Austen’s narrative moves from embodied experience to moral cognition, revealing the physical basis of Ethical Growth. This offers a reference for the embodied cognition interpretation of realist novels.
Jane Austen, Emma, embodied cognition, spatial discipline, sensory experience, ethical growth
Copyright (c) 2026 Yulin Qu (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Subtitle Translation of Culture-loaded Words in One Battle After Another from the Perspective of Functional Equivalence Theory
This thesis analyzes the Chinese subtitle translation of culture-loaded words in the film One Battle After Another by applying the theory of Functional Equivalence proposed by Eugene Nida through a case study of material, and it is hoped that this research will contribute to the development of functional equivalence theory. In social, religious and lingusitic domains, the study finds that there are domain specific strategies to select from. The results reveal that the material words strike a balance between technicality and authenticity through explicitation and calque; the social words depend upon transposition and explicitation to achieve functional adaptation; religious terms use calque to maintain the symbolical irony; linguistic words value the emotional effects, using transposition. This paper confirms the validity of Functional Equivalence Theory in AVT and offers guidance on how to translate some media texts that have complicated socio-political background connotations.
Functional Equivalence Theory, culture-loaded words, subtitle translation
Copyright (c) 2026 Ran Jin (Author) https://creativecommons.org/licenses/by/4.0
A study of the narrative reconstruction in Gladys Yang’s English version of Big Lin and Little Lin
As an important carrier of cultural communication, Chinese children’s literature has aroused widespread repercussions in the world with its unique narrative and emotional expression. This paper focuses on the narrative reconstruction strategy of Gladys Yang’s English version Big Lin and Little Lin, and explores how it can achieve the effective international dissemination of Chinese children’s literature through the adjustment of narrative perspective, narrative time and narrative discourse. The research conclusion shows that Gladys Yang’s narrative reconstruction strategy not only faithfully conveys the spirit of the original work, but also greatly enhances the international acceptance of the translation. This practice provides valuable experience for the cross-cultural communication of Chinese children’s literature.
Big Lin and Little Lin, Chinese children’s literature, narrative reconstruction, translation
Copyright (c) 2026 Hao Chang (Author) https://creativecommons.org/licenses/by/4.0
An Analysis of Huawei’s Official Website Translation Under the Guidance of Theories of Communicative and Semantic Translation
With the rapid development of globalization, more and more enterprises have built official websites, which is an effective way for enterprises to communicate with the outside world and build a brand. As a world-renowned ICT provider, Huawei relies heavily on the quality of its official website translation, which directly affects its international image. This paper takes the “Our Company” column of the official website as the research object, and selects typical texts from it, including company profile, mission and vision, quality policy and so on. Through analysis, it is known that the website of Huawei uses communication translation more frequently, which can achieve the purpose of publicity. This paper provides some reference value for research Chinese enterprises to enhance their international influence.
communicative translation, semantic translation, Huawei official website, translation strategy
Copyright (c) 2026 Wenjie Xiang (Author) https://creativecommons.org/licenses/by/4.0
A Review of the Relationships Among Speaking Anxiety, Speaking Self-Efficacy and Speaking Achievement in Chinese EFL learners
This paper systematically reviewed studies on the relationships among speaking anxiety, self-efficacy and speaking achievement in Chinese students. Existing research shows that speaking anxiety is generally negatively correlated with speaking achievement, although moderate levels of anxiety can have a facilitative effect; speaking self-efficacy is positively correlated with speaking achievement; speaking anxiety and self-efficacy are negatively correlated and display a bidirectional relationship to some extent. Current studies still face several limitations, including uneven coverage of research participants, relatively limited research methods, insufficient localization of measurement tools, and a lack of in-depth exploration of underlying mechanisms. Based on these findings, this paper summarizes the research limitations and proposes several directions for future studies, aiming to provide insights for subsequent research and teaching practices.
speaking anxiety, speaking self-efficacy, speaking achievement
Copyright (c) 2026 Mohan Cheng (Author) https://creativecommons.org/licenses/by/4.0
Cultural Compensation Strategies in Museum Artifact Descriptions from a Cross-Cultural Perspective: A Case Study of the National Museum of China
Bilingual descriptions of museum artifacts serve as an important medium for disseminating Chinese culture to international audiences. Given the widespread presence of cultural defaults and implicit information in Chinese artifact descriptions, purely literal translation often fails to convey their deeper cultural meanings effectively. Drawing on five representative bilingual artifact descriptions from the official website of the National Museum of China as the corpus, this study incorporates Trompenaars’ cultural dimensions theory to examine the cultural compensation strategies employed in the translation process and the differences in cultural value orientations they reflect. The findings indicate that Chinese texts typically presuppose a shared historical and cultural background among readers, exhibiting characteristics of ascription orientation, communitarianism, synchronic time orientation, and inner-directed harmony. English texts, by contrast, make information explicit through transliteration with annotation, background addition, and functional substitution, thereby shifting the expressive logic toward achievement orientation, individualism, sequential time orientation, and outer-directed control. Cultural compensation not only bridges informational gaps in cross-cultural understanding, but also reflects a dynamic adjustment of value orientations, thereby enhancing the international communicative effectiveness of museum discourse.
cultural compensation, museum translation, Trompenaars’ cultural dimensions, cultural value orientation, cross-cultural communication
Copyright (c) 2026 Junlin Nie (Author) https://creativecommons.org/licenses/by/4.0
Frequency and Production: The Usage of Feeling Adjectives Among British Children
Studies have shown that input frequency can positively affect children’s vocabulary development. This current study focused on the frequency effect on children’s output of feeling words. Also, this paper has compared previous findings from external ratings with the current result from a corpus study on the basis of the same wordlist. The findings suggested that British children produced the words with higher input frequency more often. At the same time, they used sensory feeling words more frequently, even though these words were less frequent than emotional words in their input. Also, this study found that children did not use high frequency words in a more complex way than words with lower frequency.
input frequency, feeling words, children’s vocabulary output
Copyright (c) 2026 Duanhui Yuan (Author) https://creativecommons.org/licenses/by/4.0
When Content Complexity Meets Language Demand: AI-Mediated Cognitive Decoupling in Bilingual Professional Education
Bilingual professional courses occupy a structurally uncomfortable position in higher education: they demand that learners simultaneously operate at the cognitive frontier of a discipline and produce output in a language that most of them have not yet mastered. Rather than treating this as a sequencing problem to be resolved through curriculum design, this paper argues that the tension is structural and, in its conventional form, irresolvable without a deliberate mechanism that allows the two demands to be addressed independently. Drawing on cognitive load theory, Krashen's affective filter hypothesis, and Swain's output hypothesis, the paper develops the principle of cognitive decoupling, understood as the deliberate design of instructional conditions in which high-order disciplinary reasoning and structured second-language production are no longer required to compete for the same processing resources. It then argues that AI-mediated scaffolding, specifically large-language-model agents capable of differentiated real-time interaction, offers the first technically scalable mechanism through which this principle can be operationalized in resource-constrained teaching environments. Evidence from sustained action research in a bilingual International Business Negotiation course at a provincial Chinese university illustrates how each component of the decoupling framework functions in practice and what boundary conditions constrain its effectiveness. The paper closes with a set of transferable design principles for bilingual professional education in contexts where faculty capacity and student language backgrounds are heterogeneous.
bilingual higher education, cognitive load theory, affective filter, AI-mediated scaffolding, second-language output, task-based language teaching, professional competence
Copyright (c) 2026 Jinming Zuo, Rui Yan, Jihua Song (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Practical Pathways of AI-Enabled Courses for English Majors: A Case Study of “Extensive English Reading II”
Under the backdrop of Educational Informatization 2.0, AI technology provides new support for the reform of teaching and learning, especially in higher education institutions. As a basic course of the discipline, “Extensive English Reading II”, opening for English majors in a practice-oriented university in China, faces issues such as insufficient personalized guidance and weak resource adaptability. However, with AI empowerment, the instructor and also the author of the paper manages to address those problems she identifies in the course in previous teaching experience, and has achieve satisfactory outcomes. This paper aims to show the practical experience of the author in her latest pedagogical experimentation and instructional reform by integrating AI in all links of her teaching, including pre-class preparation, classroom teacing and post-class evaluation. Multifaceted results demonstrate that this pathway effectively addresses the course’s pain points, significantly enhances students’ reading proficiency and AI literacy, and strengthens academic integrity awareness, which will be elaborated in another paper. The practical pathway developed in this study is both actionable and replicable, highlighting the importance of AI tool-assisted positioning and academic integrity guidance. It offers practical reference and insights for intelligent empowerment in similar Extensive English extensive reading courses.
AI, foreign language curriculum, practical path, “extensive English reading”
Copyright (c) 2026 Tiantian Feng (Author) https://creativecommons.org/licenses/by/4.0
A Study on Film Subtitle Translation for Flipped Based on Semantic Translation and Communicative Translation Theories
In today’s world, frequent cultural exchanges among nations have made film a vital vehicle for cultural communication. Consequently, the importance of film subtitle translation has become increasingly prominent. The American film Flipped, with its fresh and warm style, tells an innocent and budding love story between the protagonists, conveying simple, pure, and heartwarming values and insights into personal growth. Based on Newmark’s theories of semantic and communicative translation, this paper finds that the film’s Chinese subtitles flexibly employ methods such as literal translation, free translation, addition, and conversion of parts of speech. These strategies not only effectively convey the original text’s meaning and emotions but also help broaden the film’s reach.
semantic translation, communicative translation, flipped, film subtitle translation
Copyright (c) 2026 Leyi Wu (Author) https://creativecommons.org/licenses/by/4.0
AI-Empowered Development of English Competence for International Talents: Application Scenarios and Educational Model Innovation
The rapid advancement of artificial intelligence (AI) technologies has significantly reshaped educational systems and learning environments worldwide. In particular, the integration of AI into language education has created new opportunities for improving learning efficiency, enhancing personalized instruction, and facilitating interactive communication environments. In the context of globalization and international talent development, the ability to communicate effectively in English has become an essential competence for participating in global economic, cultural, and technological exchanges. However, traditional language education models often rely on teacher-centered instruction and standardized assessments, which may not fully address the diverse learning needs of students or provide sufficient opportunities for authentic communication practice. This study explores the role of artificial intelligence in empowering the development of English competence for international talents. Drawing upon theories of technology-enhanced learning, intelligent tutoring systems, and global competence development, the paper proposes a conceptual framework that illustrates how AI technologies can support language learning through multiple application scenarios. These scenarios include intelligent language tutoring systems, AI-mediated communication environments, automated language assessment systems, and data-driven learning analytics. Based on these application scenarios, the study further proposes an AI-empowered educational model that integrates artificial intelligence technologies with innovative pedagogical approaches to support the cultivation of international talents. The model emphasizes personalized learning pathways, adaptive instruction, and global communication platforms supported by AI systems. The study contributes to theoretical discussions on AI-supported language education and provides practical insights for cultivating internationally competitive talents in the era of digital transformation.
artificial intelligence (AI), English competence, international talents
Copyright (c) 2026 Qingling Li (Author) https://creativecommons.org/licenses/by/4.0
Dynamics of Turn-Taking in Digital Talk Shows: A Discourse Analysis of SourceFed Nerd’s “Table Talk” Series
This study explores the dynamics of turn-taking in digital talk shows, taking the example of the program table talk on YouTube channel SourceFed Nerd. Drawing on Sacks, Schegloff and Jefferson’s turn-taking system, the research identifies and analyzes turn-constructional and turn-allocation components in conversations. The finding reveals the interplay between turn construction and allocation. Additionally, the study highlights how the relationship between participants influences turn-taking strategies and the distribution of moderating roles. This research contributes to understanding how turn-taking mechanisms operate in the context of network culture, emphasizing the fluid and dynamic nature of digital talk show discourse.
turn-taking, digital talk shows, discourse analysis
Copyright (c) 2026 Yue Qin, Beixian Gu, Yang Li (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Influence of Negative Transfer of Mother Tongue on College English Writing
English writing is widely viewed as the most critical component among the four basic English skills. While college students command foundational vocabulary and grammar, they often fail to produce natural, idiomatic English writing, indicating the necessity of further research into English writing pedagogy. Guided by Language Transfer Theory and Error Analysis, this study randomly selected 372 students from Nanjing Forestry University, collected questionnaires and writing assignments, and quantitatively and qualitatively analyzed 163 valid samples, classifying errors into morphological, lexical, syntactic and discourse levels. The results show that college English writing errors are closely related to negative mother tongue transfer: 82% of students outline and revise in Chinese, showing strong reliance on their mother tongue; morphological errors account for the highest proportion (31.1%), followed by lexical (24.89%), syntactic (23.89%) and discourse errors (14.03%), with articles, noun number and verb misuse being the most frequent mistakes, mainly caused by linguistic and thinking differences between Chinese and English. This empirical study enriches relevant research on negative transfer and aims to provide pedagogical implications for college English writing teaching, helping students reduce the influence of mother tongue transfer and improve their English competence through joint efforts of teachers and students.
negative transfer, error analysis, mother tongue interference
Copyright (c) 2026 Wei Guo (Author) https://creativecommons.org/licenses/by/4.0
A Study on the Translation of The Adventures of Huckleberry Finn from the Perspective of Communicative and Semantic Translation
This paper analyzes the translation strategies employed in Zhang Wanli's Chinese version of Chapter 15 in The Adventures of Huckleberry Finn through the lens of Peter Newmark’s semantic and communicative translation theories. By comparing the source text and the target text in terms of dialect handling, culture-loaded expressions, and narrative style, the study reveals how the translator strikes a dynamic balance between “fidelity to the original text” and “accessibility to the reader.” The findings suggest that Zhang's translation primarily adopts communicative translation to enhance readability in the Chinese context, while also incorporating semantic translation to faithfully convey key information and the narrative tone of the original. This strategy not only accounts for the widespread acceptance of Zhang's version but also provides a valuable case study for the cultural adaptation of literary translations.
The Adventures of Huckleberry Finn, Zhang Wanli's translation, semantic translation; communicative translation, translation strategies
Copyright (c) 2026 Ruixuan Wang (Author) https://creativecommons.org/licenses/by/4.0
Lexical Borrowing and Multilingual Contact in Hainan: Evidence from Hainanese and Li
Hainan Island constitutes a historically significant contact frontier between Sinitic and Tai–Kadai language communities within the South China Sea region. This study investigates lexical interaction between Hainanese (Southern Min) and Li (Hlai) through a stratified contact framework integrating contact-induced change theory and Proto-Hlai comparative reconstruction. Drawing on documented lexical sources and phonological descriptions, the analysis demonstrates that borrowing between the two systems is systematically layered rather than incidental. Ecological terminology likely reflects early settlement-phase adaptation, trade-related vocabulary corresponds to intensified maritime exchange, and administrative lexicon indexes later institutional consolidation. Comparative phonological evidence, particularly in initial consonant substitution and tonal reassignment, reveals structured adaptation mechanisms that correlate with borrowing depth. These patterns support a model of multilingual ecological equilibrium characterized by functional differentiation rather than structural convergence or language shift. By situating Hainan within broader South China Sea diffusion networks, the study reframes the island as a nodal interface in regional linguistic history rather than a peripheral dialect zone. The findings contribute to contact linguistics by proposing tonal integration and phonological opacity as relative chronological indicators in frontier multilingual systems. Future empirical testing through dialect geography and corpus-based frequency analysis is suggested to refine the stratification model.
language exposure, Hainan Min language, Li language
Copyright (c) 2026 Xu Han, Qingling Li (Author) https://creativecommons.org/licenses/by/4.0
Effects of AI-assisted Learning on College Students' Flow Experience in English Learning
How AI is applied and how it facilitates flow in second language learning needs more exploration. Based on this, this study examines how AI tool features influence university students' flow in formal English learning and the mediating role of basic psychological needs. A mixed-method design of a survey and semi-structured interviews was adopted on non-English majors with AI learning experience. Results showed that students' flow in English learning was generally above the medium level, with no significant difference between high and low-frequency AI users. AI features are positively correlated with flow. The more students' psychological needs are satisfied, the higher the flow they feel. Group comparison revealed distinct pathways: high-frequency users tend to experience flow directly through tool features, whereas low-frequency users rely more on psychological need satisfaction. Qualitative findings supported these patterns, and also identified barriers that disrupt flow. Moreover, AI's capacity to fulfill relatedness remained limited due to its lack of emotional depth. This study confirms the specific relation between AI features, psychological needs with flow. In addition, it offers both theoretical insights and practical guidance for English learning.
AI-assisted learning, flow, English learning, self-determination theory, basic psychological needs
Copyright (c) 2026 Ning Zhang (Author) https://creativecommons.org/licenses/by/4.0
Diachronic Changes in the Syntactic Complexity of Argumentative Writing by Chinese English Major Students
To investigate the diachronic changes in syntactic complexity in argumentative writing by Chinese English-major students, this study takes the English-major writing subcorpus of the Chinese Learner English Corpus (CLEC) and a self-built contemporary corpus of argumentative writings by English-major students as research objects. Based on the 14 syntactic complexity measures proposed by Lu, a diachronic comparison is conducted on the syntactic complexity features in argumentative writing by junior English-major students two decades ago and at present. The results reveal that no significant differences exist between learners of the two periods in such measures as unit length, sentence complexity and the use of subordinate structures, and the complexity of verb phrases remains relatively stable. In contrast, the complexity of coordinate structures and noun phrase structures is significantly higher in contemporary texts than in texts from 20 years ago. The study indicates that changes in the teaching environment and language input conditions for writing in recent years have to some extent facilitated learners’ expansion of syntactic expressions, yet the development of subordinate structures remains relatively slow. The findings can provide references for optimizing the focus of syntactic complexity training in English-major writing instruction.
English majors, argumentative writing, syntactic complexity, diachronic change, corpus
Copyright (c) 2026 Shuo Geng (Author) https://creativecommons.org/licenses/by/4.0
AI in Language Teaching, Learning, and Assessment: Navigating Complexity in the Age of Generative AI
This review examines Pan's (2024) edited volume “AI in Language Teaching, Learning, and Assessment”, which explores the transformative yet contested role of generative artificial intelligence in language education. The book adopts “complexity as a method” and is divided into three parts - technical possibilities, stakeholder perspectives and situated practices. It contains a total of 15 chapters, but does not impose a unified theoretical framework. The reviewer highlights the volume's strength in capturing global diversity and ethical complexity, while pointing out that there is a productive tension between its fragmented research methods and Pan's vision of human-computer symbiosis. In general, this book draws a valuable topographic map of the impact of AI in the field of education, but its rejection of theoretical closure makes the issue of how to negotiate the redistribution of power necessary for AI at the political level remain pending.
generative AI, language education, human-AI collaboration, academic integrity
Copyright (c) 2026 Jingyu Wang (Author) https://creativecommons.org/licenses/by/4.0
Multimodal Discourse Analysis of Digital Practices: Theories, Methods, and Future Directions for Museum Website Communication
This article reviews research on computer-mediated communication, Internet-mediated communication, and multimodal discourse analysis, with a particular focus on museum websites as digital cultural interfaces. It argues that museum websites in multimodal environments in which cultural meaning, institutional identity, and user engagement are constructed through the interaction of text, image, colour, layout, and navigation. Drawing on MDA, MCDA, social semiotics, and Visual Grammar, the article identifies key theoretical foundations and highlights major research gaps. Special attention is given to the representation of Lingnan culture in museum websites and to the balance between cultural symbolism, usability, and intercultural accessibility.
digital communication, multimodal discourse analysis, museum websites, Lingnan culture, visual grammar
Copyright (c) 2026 Qian Li (Author) https://creativecommons.org/licenses/by/4.0