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Mastery of the art of crafting online reviews and responses is essential as a valuable additional tool for enhancing learners' English proficiency in specialised contexts. This study aims to: 1) Examine the formality levels in crafting reviews and responses; 2) Explore face-threatening acts utilised in reviews and politeness strategies employed in responses; and 3) Uncover moves and steps in composing reviews and responses. Data was collected from the Top 25 Hotels in the World in 2022 according to Tripadvisor.com. Six distinct corpora were formed, comprising positive, negative, and mixed reviews, along with corresponding responses, resulting in 87,973 tokens. Findings show reviewers leaned towards casual language (85.87%), while respondents used a consultative style (82.67%) in their responses. The shift from casual to consultative occurred most frequently (70.67%). For politeness, admiration (73.07%) and expressions of complaints/reprimands (64.53%) were common in reviews. In responses, strategies like offering, promising, or giving gifts (72.00%) and apologising and begging for forgiveness (50.40%) were prevalent. Reviews used three moves and ten steps, while responses employed six moves and 16 steps. These insights can be integrated into ESP classrooms to enhance review and response writing skills effectively.

The translation of Russian literature into Chinese requires careful consideration due to the linguistic nuances and cultural subtleties involved. The works of Chekhov present challenges for translators aiming to maintain the original narrative's richness and cultural resonance in the Chinese context. The main objective of this study is to analyse the translation strategies used to make Chekhov's literary masterpiece accessible to Chinese readers. This study examines translators' decisions regarding functional equivalence, cultural adaptation, and the treatment of special expressions. It provides valuable insights into the wider discussion on literary translation. This research aims to fill a gap in the existing literature by examining a specific work in the Russian literary canon. By doing so, it contributes to our understanding of cross-cultural literary transmission. This study utilises a close reading methodology and participant analysis with a sample of five translators to investigate the translation process by analysing key passages. The study employs a qualitative analysis approach to examine linguistic and cultural aspects, providing a comprehensive perspective on the translation challenges and opportunities when translating Chekhov's works into Chinese. The findings highlight the translators' ability to maintain fidelity to the source text while adapting to Chinese linguistic and cultural nuances. The study identifies strategies used to handle special expressions and emphasises the choices made in linguistic and cultural adaptation. This study provides new contributions to the field of translation studies by examining the translation dynamics of Chekhov's work in the context of Russian Chinese literary exchange. The study is significant as it can provide insights into translation practices and enhance our understanding of the interplay between cultural and linguistic elements in literary translation.

Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross-disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small-group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.

Analysis of conversations between international university students in the Corpus of English as a Lingua Franca Interaction (CELFI, McDonough & Trofimovich, 2019) has demonstrated that holds, which are temporary cessations of dynamic movement, are a robust visual cue of nonunderstanding that can be reliably interpreted by external observers as signals of listener comprehension difficulties (e.g. McDonough et al., 2019, 2022, 2023). Using CELFI materials, this study used an experimental design to explore whether business communication students (N = 64) benefit from instructional activities designed to raise their awareness of holds as a signal of nonunderstanding. The students carried out perception tests in Week 1 and Week 5 that presented video excerpts from CELFI showing the depicted listeners' hold onsets and releases, and the students rated those listeners' comprehension. In the interim, 31 students completed weekly awareness-raising activities via Moodle (2 hours per week) for four weeks. A mixed ANOVA showed that students who participated in the awareness-raising activities showed significant improvement in their ability to discriminate between hold onsets and releases. Implications for the use of awareness-raising activities to promote recognition of nonverbal behavior are discussed.

Purpose: This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project. Design/methodology/approach: Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis. Findings: The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community. Research limitations/implications: When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation. Practical implications: Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations. Social implications: Speakers' pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns. Originality/value: This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.

Power relations and change have become two of the most important foci of intercultural communication education and research. This paper contributes to these two elements by problematising and operating an analytical framework from outside the "West," the Chinese notion of Zhongyong (the "Golden Mean"). Based on a dialogical analysis of focus groups collected during an art course, the paper shows that Zhongyong can expand and complexify our understanding of interculturality, looking into how e.g. the students balance otherness with otherness (or not), as well as make use of reflectivity and criticality (or not) to implement potential change when cooperating.

This study explores multilingual international students' narratives of mobility and socialisation through online discursive spaces of interview conversations. Drawing upon an ecological approach to transnational narratives, the researcher analyzed international students' multiscalar interactions and transformations in sociospatial practices. The analyses provide ethnographic accounts of the participants' translingual discourses, transcultural trajectories, and translocal community lives that involve transnational connections across temporal and spatial borders. The findings also suggest that interview conversations with peers promote international students' dynamic narrations of their life experiences of multilingual mobility in continuously evolving ecological communities.

This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextualisation, and decentering. The article further shows how language learning and intercultural learning may be integrated by combining the Cycle model of intercultural learning with task-based language learning and language learning via chunks and keywords. The argument is illustrated by results from an action research project carried out in Denmark in the school year 2021/2022. Thematically, the project draws inspiration from The UN Global Goal 11: Sustainable cities and communities, and addresses students of English, German, and French in grade 8 (15-year-olds). In this article, the focus is on one of the English classes, but the article concludes with reflections on the relevance of all languages.

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Vulnerabilities and ‘gatekeeping’ asymmetries often emerge throughout interactions taking place in institutional settings. This is especially true in cross-cultural interactions occurring in migration contexts, which are often characterized by an asymmetrical power distribution between the participants involved, namely Western experts vs. non-Western migrants, challenging a successful meaning negotiation. Starting from the assumption that mediation processes are central in migration contexts, where speakers from different sociolinguistic backgrounds interact in multilingual environments where there is an increasing use of lingua francas such as ELF, the paper will explore those pragmalinguistic processes and behaviours challenging successful meaning negotiation or leading to communication failure in such intercultural and multilingual contexts. A discourse analysis of spoken interactions involving asylum-seekers, language mediators and professionals unveiled participants’ use of strategies of hybridization, negotiation, and reformulation, activated in such cross-cultural mediation encounters, where meaning is negotiated at different levels – linguistic, paralinguistic and extralinguistic – variously and creatively exploited by multilingual speakers. The ultimate aim of the exploration of spoken specialized discourse, related to medical and legal integration, to mediated migration narratives, as well as to cross-cultural representations of traumatic experiences, is to promote intercultural awareness, cultural diversity and plurilingualism, and to raise concern towards current ethical issues connected to identity and displacement in the new multilingual and multicultural European societies.

The hymn "Salam Farmandeh" was a phenomenon that was reproduced in at least 35 copies in different languages and dialects less than a year after its first launch in Iran. From the perspective of an intercultural communication that can be seen as a cultural phenomenon, this anthem was also reproduced in the language of the Republic of Azerbaijan. The aim of this research is to investigate the comparative discourse analysis of Persian and Turkish versions with an intercultural communication approach. The data analysis is based on two methods of semiotics and discourse. The theoretical framework of the research is based on the theories of diffusion and, identity negotiation. The findings show that this hymn, in general, is understood and reproduced outside the borders of Iran, especially for Shia minorities in the Caucasus, as a manifestation of a cultural resistance against the globalized western culture. The discourse governing the Turkish version is formed around three basic aspects: "Introducing Imam Zaman (AS) to the youth", "Actively waiting for his reappearance “and "Building the future of Azerbaijan, according to its religious identity". In comparing the Turkish version with the Persian one, the two basic meanings of "introducing Imam Zaman to teenagers" and "actively waiting for the appearance of Imam Zaman" were repeated, around which the discourse of the Persian version was also formed.