Female narratives in films reflect filmmakers' in-depth exploration and critical reflection on women's living dilemmas, spiritual pursuits, social roles, and their marginalized status within the context of patriarchy. As representative works of theatricalized films spanning over the past two decades, Dogville (2003) and Prima Facie (2024) both adopt highly stylized dramatic structures, stage-like scene designs, and concentrated dramatic conflicts. While sharing similar experimental traits, the two films differ in narrative focus. Grounded in a shared rebellious core, they have each developed a distinctive and innovative cinematic style in female narration. The former reveals the evil of human nature and the dual oppression of women by patriarchy through an allegorical town, while the latter exposes pervasive gender injustice within legal discourse via a singular personal story. Employing diverse approaches and perspectives to construct female narrative, the two films establish unique visual languages and narrative strategies, combining storytelling quality, avant-garde spirit, and artistic merit.

Bilingual teaching serves as a pivotal instructional approach in Key English Test (KET) preparation courses for adolescent learners, balancing academic content delivery and second language proficiency development. This study adopts a mixed research method combining classroom observation, teacher interviews and student questionnaires to investigate the current application of bilingual teaching in KET preparation classrooms in a training institution in Nanjing, China. The study analyzes the data mainly through a large language model (DeepSeek) and SPSSAU. By exploring the frequency, links and strategies of bilingual use, analyzing existing problems from both teacher and student perspectives, and proposing targeted optimization strategies, the research aims to fill the empirical research gap of bilingual teaching in adolescent KET preparation scenarios, which is rarely involved in previous studies focusing on higher education. The findings reveal that bilingual teaching is widely applied in KET classrooms but with obvious randomness and lack of systematic planning; the main problems include the absence of bilingual use standards and the mismatch between student needs and teacher supply. Based on the research results, differentiated bilingual use strategies, targeted teacher training, and supporting teaching resources are proposed to optimize bilingual teaching practice. This study expands the scenario boundary of bilingual teaching research and provides empirical evidence for KET teachers to optimize classroom language use.

As a key concept of the measurement of L2 oral fluency, utterance fluency has gain more attention gradually. However, the current studies generally put emphasis on monologue fluency,few focused on Theoretical framework and empirical facts of dialogue fluency. Dialogue is a basic framework of speech production and has a frequent turn-taking, which holds a significant place in L2 learning. On this basis, this paper makes a critical review upon the present research of L2 dialogue fluency. Above all, this paper summaries present indicators of within-turn fluency and between-turn fluency in dialogue. Moreover, it pays attention to other languages except English (especially Chinese), since previous investigations always prioritized the importance of utterance fluency when L2 is English. Last but not least, it indicates the research gaps and propose some valuable directions of future studies, in the hope of prompting the theoretical construction of L2 utterance fluency, making it possible for the research of utterance fluency to adapt the multilingual world.

Xin Qiji frequently referred to himself as "Laozi"—literally, "this old man"—a self-designation that appears sixteen times in his ci poetry. This form of address runs through his later creative career and carries multiple emotional inflections, including self-mockery, arrogance, indignation, and heroic unconstraint. It functions not only as a linguistic strategy through which he withdraws from the dominant framework of socio-political judgment and affirms the self-sufficiency of his own subjectivity, but also as an externalization of his Confucian commitment to serving the world and his affinity with Lao-Zhuang thought under particular life circumstances. At the artistic level, this self-designation became a linguistic foundation of the bold and unconstrained ci style, helping to establish the technical transformation associated with "using prose methods in ci composition" and adding a distinct note of humor to the genre. Xin Qiji's use of "Laozi" as a self-appellation exerted a significant influence on the Xin school of ci poets in the Southern Song, as well as on later writers such as Lu You, Yuan Haowen, and Chen Weisong. It expanded the social and communicative functions of ci, established a new paradigm for the bold and unconstrained school, and became an important marker of the literati transformation of the ci genre.

Generative artificial intelligence has developed very fast in recent years. It has brought big changes to second language learning. Lots of studies have talked about how it works in English as a Foreign Language writing teaching. But we still do not have enough studies about its use in French as a Foreign Language teaching. This study makes a comparison between two kinds of teaching. It tries to use useful findings from EFL writing research to make FFL writing teaching better. The study looks at the similar points and teaching ways of the two languages. It takes key ideas from EFL studies and puts them into FFL teaching situations. The results show that GenAI has two different kinds of effects. For students, GenAI is a smart helper that supports their learning. It helps students learn by themselves and finish tasks more quickly with personal feedback. But these good points also come with some big problems. Students may depend too much on technology, their thinking may become the same, and they may face risks of cheating in school work. For teachers, GenAI makes them change their teaching ways completely. They need to turn from giving final scores to paying attention to the whole learning process. What's more, teachers should no longer be only people who pass knowledge to students. They need to help students develop high-level thinking skills and understand different cultures better. At last, this paper says that we need clear school rules, new assessment systems and special teacher training to use GenAI well in FFL teaching. By connecting the experiences of EFL and FFL research, this study gives useful and easy-to-follow advice. It helps us make the most of GenAI's good points and lower its bad risks in language learning environments.

The paper adopts Bakhtin's classic polyphonic theory as the core analytical framework to examine the narrative logic and existential ideas embedded in Tiesheng Shi's full-length novelNotes on the Intangible. Combining textual close reading with theoretical research methods, this study analyzes how the novel abandons the traditional single and authoritative narrative perspective, sets up contrapuntal symbolic relationships between different character images, and reorganizes temporal and spatial clues based on personal memory and subjective impression. Such narrative arrangements construct an open textual space featuring equal dialogue and multiple coexisting voices. Rather than conveying fixed philosophical viewpoints through the author's monologue, the novel's reflections on core existential themes, including physical and spiritual disability, interpersonal loneliness, as well as the contradiction between individual difference and universal equality, are fully presented through external dialogues between different characters and internal spiritual conflicts within each individual. The complicated and paradoxical nature of human survival is thus displayed through continuous interactive discourse practice. This narrative attempt not only echoes the core ideas of Bakhtin's dialogism in a concrete literary way, but also reflects Tiesheng Shi's unique creative pursuit of transforming personal life suffering into universal philosophical thinking. It also provides a typical literary case for contemporary Chinese literature to carry profound existential exploration through unique narrative writing.

Semantically disoriented VXN constructions in Mandarin Chinese, such as “读死书” (read in a rigid way) and “吃闲饭” (live idly without work), exhibit a distinctive form-meaning mismatch: the modifier X formally precedes the patient object N, but semantically orients toward other components of the event, such as the agent, instrument, manner, or goal. Existing studies have yet to offer a comprehensive account of the motivation and combinatorial mechanism underlying these structures. Drawing on Cognitive (Construction) Grammar, this study systematically examines the grammatical features and orientation types of disoriented VXN constructions to uncover their cognitive motivations and combinatorial mechanisms. The findings suggest that: (1) semantically disoriented VXN constructions are licensed by separable verb-object constructions, with their formation depending on a higher-level process of conceptual reification; (2) the combination of X and VN is achieved through the mechanisms of “active zone” and “reference point,” whereby the reified event activates relevant event participants (e.g., agent, instrument), which then stand in conceptual correspondence with the semantic properties of X; and (3) some XN sequences may undergo reanalysis and conceptual blending in usage, gradually becoming entrenched as lexical units, such as “青春饭” (a youth-dependent livelihood), reflecting the dynamic evolution of language use.