在全球科技迅速演進、學術生態持續變革、社會結構深度重組的今日，外語文教育正處於前所未有的轉型關鍵期。生成式人工智慧的興起、跨國流動與跨文化交流的深化，以及學科邊界的逐漸模糊，使外語教學不再僅是語言能力的訓練，更承載引導學習者銜接新時代、拓展跨領域視野與培育創新實踐力的使命。大學外語教育因此必須重新省思其教學理念與課程設計，積極融合科技應用與跨領域合作，以促進教育場域與社會、產業之間的實質連結。
本期以「外語文教育之轉銜、跨域與創新」為主題，回應外語教學在理論、實踐與應用層面的多重挑戰。生成式 AI 的普及深刻影響翻譯、寫作與教學模式，使教師與學習者須重新思考人機協作下的語言教育倫理與專業定位；同時，多語教育觀的興起也使教學重心從單一語言能力轉向跨語言資源的活用與自主學習策略的發展。再者，隨著全球局勢與文化脈絡的轉變，跨國別研究與跨文化文學教學亦成為外語教育持續深化的重要方向。外語教育因此不僅是溝通的工具，更是理解世界與建構多元共存視野的橋樑。
本期共收錄六篇研究成果，包含三篇專題論文與三篇一般性論文，主題涵蓋生成式人工智慧翻譯、多語教學策略、區域國別研究、專門用途語言教育、文學旅行書寫與跨文化詩學比較，充分展現當代外語教育在理論創新與實踐應用上的多重面貌。
三篇專題論文分別聚焦科技應用、多語教學與跨域整合。第一篇〈《圍城》的漢西翻譯比較：ChatGPT 與人工翻譯的優劣探析〉（楊明）以錢鍾書的《圍城》為研究文本，選取二十五個具代表性的語段，運用Baker 的翻譯策略分析架構，對比 ChatGPT 與人工譯本在文化詞項、修辭手法、句法結構與語用層面的表現差異。研究發現，AI 翻譯在語義準確度與文本生成速度上具明顯優勢，能快速捕捉語意層面的對應關係；然而，在文體一致性、語境詮釋與文化內涵轉化上仍顯不足。作者進一步指出，生成式 AI 的強項在於輔助人類譯者進行初步語料處理與語義校對，而最終譯文品質仍依賴譯者的文化敏感度與語用判斷。研究結論強調「人機協作」模式將成為未來文學翻譯的主要方向，並呼籲外語教育在翻譯教學中導入 AI 素養與批判性評估能力的培養。
第二篇〈教學性跨語言書面語法回饋對西語過去式準確性的影響〉（柏安克與閔慧慈）探討在外語寫作教學中，教師如何透過跨語言書面語法回饋（metalinguistic written corrective feedback, WCF）結合學生多語資源來提升語法準確性。研究以台灣西語學習者為對象，設計雙語（西語―中文）與三語（西語―中文―英文）回饋兩種教學條件，觀察學生在使用西語過去式（preterite 與 imperfect）上的表現。結果顯示，兩組學生均在語法準確度上有所進步，但三語回饋組的提升幅度更為顯著。研究指出，充分調動學習者的語言資源不僅有助於語法覺察，也能促進語言輸出的精準性。本文提供實證支持，表明在多語環境中運用教學性跨語言策略進行書面語法回饋，是提升學生語法表現的有效途徑。
第三篇〈區域國別交叉學科視角下的外語教學變革――以西班牙語專業的拉美研究教學為例〉（李紫瑩、李夢雨）則從區域國別研究的發展脈絡出發，檢視拉美研究在西語專業中的教學實踐與轉型。文章梳理從語言學習到文化研究的教學演進，指出在人工智慧與全球化背景下，外語教育需突破單一語言訓練的框架，培養學生的跨文化分析與地緣政治思維能力。作者提出課程模組設計、教材在地化、跨學科合作與師資共同培育等具體策略，主張培養兼具語言能力與區域研究素養的複合型人才，以回應國家戰略需求與學科發展方向。
三篇一般性論文則從不同層面拓展外語教育的理論思考與文化詮釋。第四篇〈專門用途非通用語教學實現路徑探究〉（何娟）以 LSP（Language for Specific Purposes）理論為核心，探討非通用語教育在當代語言政策與產業需求下的轉型方向。作者指出，目前中國非通用語教育在師資培養、課程設計與教學目標間仍存在銜接不足的問題，需從需求導向出發，強化語言教學與專業領域的融合。研究建議以生成式 AI 輔助教材開發、建構跨學科教學團隊、並建立學校與企業協同育才的機制，以形塑兼具語言能力與職場應用力的專業化培養模式。此研究不僅補足非通用語教學研究的理論缺口，也為語言教育與產業接軌提供可行路徑。
第五篇〈朱利安 ‧ 格林旅行記述中的城市速寫〉（林德祐）則轉向文學研究，探討二十世紀法國作家朱利安 ‧ 格林在其日記與旅行記述中對城市的詩性描繪。研究指出，格林筆下的城市兼具地理實體與心靈象徵的雙重面貌，是個人內省與文化記憶交織的空間。作者分析格林筆下巴黎、羅馬與紐約的描寫，揭示城市如何成為作家自我探索與文明反思的媒介，並藉此建立出一種融合人文精神與世界視野的都市詩學。本文不僅豐富旅行文學研究的視角，也為外語文學課程中「文學與文化」的整合教學提供了具體啟示。
第六篇〈酒與詩，詩中酒：希羅文學與中國古典文學的對比〉（卡特羅）以跨文化比較為方法，探討「酒」在古希臘、羅馬與中國詩歌中所承載的文化象徵與詩學功能。研究從荷馬史詩、希臘抒情詩與賀拉斯作品出發，分析酒在西方文學中由節制到陶醉的文化演變，再由《詩經》追溯至陶淵明與李白，呈現其在中國詩歌中由禮制約束轉向精神自由的歷程。作者指出，「酒」作為詩與人生之間的橋樑，不僅映照詩人對生命的感悟，也體現文化傳統對情感與理性的不同追求。本文揭示跨文化詩學比較在外語文學研究中的意義，展現東西方詩學精神的特色與對話。
整體而言，本期六篇論文從科技創新、多語策略、學科整合到文化詮釋，展現外語教育在「轉銜、跨域與創新」主題下的豐富面向。這些研究不僅深化了外語教學理論，也為教學實踐提供具體啟示。面對未來，外語教育需持續在科技應用與人文素養之間取得平衡，並透過跨領域合作與國際連結，培育兼具全球視野與在地實踐力的新世代外語人才。
最後，誠摯感謝所有作者、審查委員、編輯委員、發行人、總編輯、編輯助理、潤稿人與校稿人的投入與支持，使本期刊得以順利出版。期盼本刊持續成為外語教育學術交流與創新實踐的重要平台，促進更多跨領域對話與合作，為外語文教育的永續發展貢獻心力。
In an era of rapid technological advancement, shifting academic ecosystems, and profound social restructuring, foreign language education is undergoing a critical transformation. The rise of generative AI, the intensification of global mobility and intercultural exchange, and the blurring of disciplinary boundaries have reshaped its mission. Beyond developing linguistic competence, language education now must equip learners to navigate new social realities, broaden interdisciplinary horizons, and cultivate innovative capacities. Universities, therefore, need to rethink pedagogical philosophies and curriculum design, integrating technology and crossdisciplinary collaboration to strengthen connections with society and industry.
This issue, themed “Transition, Interdisciplinarity, and Innovation in Foreign Language Education,” responds to these challenges across theory, practice, and application. Generative AI is reshaping translation, writing, and teaching practices, requiring teachers and learners alike to reconsider ethics and professional positioning in human–machine collaboration. Meanwhile, multilingual perspectives shift attention from single-language mastery toward cross-linguistic resource use and autonomous learning strategies. In parallel, global shifts highlight the importance of transnational research and world literature teaching. In this landscape, foreign language education becomes not only a means of communication but also a bridge to understanding the world and fostering pluralistic coexistence.
This issue presents six contributions: three featured articles and three general articles. Together, they illustrate the field’s theoretical innovations and practical applications. The first featured article, “Comparison of Chinese-Spanish Translations of Fortress Besieged: Analyzing the Advantages and Disadvantages of ChatGPT vs. Human Translation” by Yang Ming, compares machine and human translations of Fortress Besieged. The study demonstrates ChatGPT’s semantic strengths but highlights its limitations in cultural nuance and stylistic fidelity. It underscores the pedagogical importance of “human–AI collaboration” and calls for translation training to integrate AI literacy with critical evaluation skills. The second featured article,“Pedagogical Translanguaging in Written Corrective Metalinguistic Feedback: Impacts on Learners’ Spanish Past Tense Usage Accuracy” by Francisco de Borja Navarro and Hui-Tzu Min, examines cross-linguistic corrective feedback in Spanish writing. Their findings demonstrate that trilingual feedback (Spanish–Chinese–English) improves grammatical accuracy more effectively than bilingual approaches, emphasizing the value of mobilizing learners’ full linguistic repertoires. The third featured article, “Changes in Foreign Language Teaching from the Interdisciplinary Perspective of Regional Studies: Latin American Studies in the Spanish Program as an Example” by Li Ziying and Li Mengyu, argues for integrating regional and area studies into foreign language curricula. The authors propose modularized courses, localized teaching materials, and interdisciplinary collaboration as strategies to foster intercultural and geopolitical awareness.
The issue also includes three general contributions that expand the discussion of language education and cultural studies. The first general article, “An Exploration on the Realization Path of the Teaching of Lesser-Used Languages for Specific Purposes” by He Juan, applies LSP (Language for Specific Purposes) theory to the teaching of less commonly taught languages. The article advocates for needsbased instruction, AI-assisted materials, and school–enterprise partnerships to align language education with industry demands. The second general article, “City Sketches in Julien Green’s Travel Diary” by Lin Te-Yu, analyzes Julien Green’s depictions of Paris, Rome, and New York as spaces of introspection and cultural memory, contributing both to travel literature research and to language–culture pedagogy. The third general article, “Wine and Poetry, Wine in Poetry: A Comparison between Greco-Roman and Classical Chinese Literature” by Catello Criscuolo, examines the symbolic role of wine across traditions, showing its capacity to mediate life, art, and cultural values, while illustrating the richness of intercultural poetics.
Collectively, these six contributions demonstrate how foreign language education is being redefined through technology, multilingual strategies, disciplinary integration, and cultural interpretation. They offer both theoretical insights and practical guidance. Looking forward, the field of foreign language education needs to continue to balance technological innovation with humanistic values, cultivating learners who combine global vision with local engagement through interdisciplinary and international collaboration.
We sincerely thank all authors, reviewers, editorial board members, and editorial staff for their contributions to this issue. We hope the journal will continue to serve as a platform for scholarly exchange and pedagogical innovation, fostering dialogue and collaboration for the sustainable development of foreign language education.