“人是文明交流互鉴最好的载体。” “一带一路”、“人类命运共同体”等理念的实践都需要具备跨文化能力的高等人才。对跨文化能力的研究目前聚焦概念化、跨文化能力模型、跨文化能力测评、跨文化能力培养、跨文化能力影响机制（前后因变量）等领域。跨文化能力培养的前提是把握哪些因素影响跨文化能力。影响跨文化能力的因素很多，比如课程变量(如不同教学干预手段)、性格特质、外语水平、跨文化互动频次与质量、跨文化经历、出国学习、文化接触方式等。跨文化体验，即对不同文化元素的接触和/或不同文化的个体进行跨文化互动，对跨文化能力的培养是不可或缺的。不同类型的跨文化体验对跨文化能力的影响机制是怎样的？本报告聚焦两类不同的跨文化体验（跨文化接触体验和跨文化互动体验）对跨文化能力的影响机制。

Artificial intelligence (AI) has emerged as a pivotal force driving innovation and transformation in language education. However, the dual challenge of enhancing teachers’ AI literacy and understanding their emotional experiences in AI-mediated teaching remains largely unexamined. AI literacy among teachers encompasses not only technical knowledge of AI applications but also an understanding of their pedagogical implications, ethical considerations, and the ability to critically evaluate and implement these technologies effectively in the classroom. Without sufficient AI literacy, educators may struggle to maximise the benefits of AI tools, potentially leading to ineffective implementation or resistance to technological integration. Equally crucial is an examination of language teachers’ emotional responses to AI-driven teaching environments. The introduction of AI can evoke a range of emotions, from enthusiasm and curiosity to anxiety and apprehension. Understanding these emotional experiences is vital in developing strategies to support teachers in navigating AI-mediated instruction, ensuring that they feel empowered rather than overwhelmed by these technological advancements. As AI continues to reshape pedagogical practices, it is essential to explore how language educators navigate its integration, both in terms of cognitive adaptation and affective responses. 

To fill the research gap, we conducted a systematic review to identify relevant studies published in SSCI-indexed journals within the Web of Science Core Collection (WOSCC) to show the research trend. The review uncovered existing research on AI literacy among language teachers and their emotional responses to AI-driven teaching and learning processes. Building upon appraisal theory, we further propose a novel framework that elucidates the intricate interplay between AI literacy and AI-induced emotions within the context of applied linguistics and/or language education. This framework serves as a foundational step towards developing strategic interventions and professional development programmes that support language teachers in adapting to the ever-evolving AI-mediated pedagogical landscapes. Ultimately, bridging AI literacy with an awareness of emotional responses will enable educators to harness AI’s potential while mitigating its challenges, ensuring a balanced and sustainable integration into applied linguistics and/or language education practices.

获取更多与本讲座相关的详细信息，敬请关注中国外语战略研究中心公众号“语言与未来”（ID: SISU_CCLPPS）的微信推送。

讲座将结合区域国别研究，探讨人文学科研究中的互鉴性思维，强调其作为跨学科研究方法论的核心价值。该思维主张打破学科壁垒，善于从多学科对话中汲取核心概念和底层逻辑，通过跨学科、跨领域的互鉴，实现知识体系的交融与创新。研究者需超越单一视角，在文学、历史、哲学、艺术等领域的交汇处审视问题，从而形成更全面、更深层的理解。

本讲座回顾门罗的文学旅程，从加拿大第二次民族主义热潮的视角，考量门罗的作家成长与加拿大文化崛起之间奇妙的平行线。门罗作为一个加拿大的小镇女孩，从全职的家庭主妇到半职业、职业作家、进入国际文坛，最终成为世界级的经典作家、当代短篇小说大师，这是一位女性作家从边缘走向中心的历史，也是一段国家争夺主权和文化认同的历史。

近年来，“未来”已经取代“过去”，成为我们思考和理解“当下”的重要参照。随着AI技术的广泛应用，机器人和智能服务深入我们的生活，无人驾驶、无人超市或许会取代大量的工作岗位，而人又会去到哪里？当我们将科幻作为方法，是否可以推演真实的未来？当我们把想象力聚焦于城市，是否能够重建属于人类的叙事？身兼科幻作家和城市规划师双重身份的顾适，一直在找寻“未来”在虚构创作与城市未来之间的衔接点，将在讲座中分享她的思考。