With the implementation of China’s national strategy of “Culture Going-out”, it is important to translate Qingdao folk culture well in order to promote the effective communication of Qingdao folk culture worldwide. However, the uniqueness of folk culture poses certain difficulties for translation. Skopos theory can effectively guide the translation of Qingdao folk culture. From the perspective of this theory, the author analyzes the principles and strategies of English translation of Qingdao folk culture and proposes four translation methods, such as literal translation with notes, equivalent translation, phonetic translation with notes and free translation. Translators can choose the appropriate translation methods according to specific translation purposes.

This study focuses on the competency structure factors of elementary school English teachers under China’s new curriculum standards, aiming to reveal the core competencies that teachers should possess in the context of education in the new era. Through the comprehensive application of qualitative interviews and quantitative questionnaire survey methods, this study provides an in-depth analysis of the competency structure of primary English teachers. It was found that the competency structure of elementary school English teachers is mainly composed of six dimensions: professionalism, personality traits, teaching ability, student views, teaching organization strategy and research ability. These dimensions work together to influence teachers’ teaching effectiveness and students’ learning effectiveness. The study also found that there were significant differences in the competency characteristics of elementary school English teachers across gender, teaching experience and educational qualifications. In general, this study provides a theoretical basis and practical guidance for the professional development of elementary school English teachers, which can help to improve the quality of teachers’ teaching and promote the comprehensive development of students.

This study explored the relationship between Chinese graduate students’ English language proficiency (ELP) and intercultural communicative competence (ICC). With the acceleration of globalization, an increasing number of Chinese students choose to study abroad, making it crucial to enhance their intercultural communication ability and language skills. However, China’s exam-oriented education system to some extent limits students’ holistic development and poses challenges for them in intercultural exchange. A quantitative survey method was employed, collecting questionnaire data from 249 Chinese English-major graduate students to analyze the relationship between their English ability and intercultural competence. The results indicated a certain positive correlation between English proficiency and intercultural competence but also pointed to the need for further unpacking of complexity and influencing factors. Future research with more robust methodology is still warranted to provide deeper insights into the linkage between the two constructs in the Chinese graduate context.

The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.

Background: Digital transformation in the sports industry has become increasingly crucial for sustainable development, yet comprehensive empirical evidence on policy effectiveness and risk management remains limited. Purpose: This study investigates the impact of policy support and risk factors on digital transformation in sports companies, examining heterogeneous effects across different firm characteristics and regional contexts. Methods: Using panel data from 168 sports companies listed on China's A-shares markets and the New Third Board from 2019 to 2023, this study employs multiple regression analyses, including baseline models, instrumental variables estimation, and robustness tests. The digital transformation level is measured through a composite index incorporating digital infrastructure, capability, and innovation dimensions. Results: The findings reveal that policy support significantly enhances digital transformation levels (coefficient = 0.238, p < 0.01), while financial risks demonstrate the strongest negative impact (−0.162, p < 0.01). Large firms and state-owned enterprises show stronger responses to policy support (0.312 and 0.278, respectively, p < 0.01). Regional development levels significantly moderate the effectiveness of policy implementation. Conclusions: The study provides empirical evidence for the differential effects of policy support and risk factors on digital transformation across various firm characteristics. The findings suggest the need for differentiated policy approaches considering firm size, ownership structure, and regional development levels. Implications: Policy makers should develop targeted support mechanisms addressing specific challenges faced by different types of firms, while considering regional disparities in digital transformation capabilities.

In modern society, English, as an important language, is an indispensable tool for people to communicate and exchange. However, learning English is not limited to knowledge points, grammar and other aspects. With the development and progress of the times and the rapid improvement of the level of science and technology, the problem of how to cultivate students' interests has become increasingly prominent. Interest is the best teacher to learn, and it is also the most effective, direct and lasting way for students to learn English well and improve their level and ability. Cultivating good teaching habits can help us master knowledge and skills better. Starting from the importance of students' interest in learning, this paper discusses how to stimulate students' interest in learning and find the correct teaching methods in order to help students have a strong interest in English learning in class and help them acquire knowledge actively.