Developments in digital communication technologies have had a significant effect on the way that people communicate, including how we gain access to, create and disseminate knowledge in academic and professional contexts. These developments have provoked interest from researchers investigating innovative digital genres and practices (e.g. Kuteeva and Mauranen, 2018; Luzón and Pérez-Llantada, 2019), as well as researchers investigating pedagogical strategies to address such innovations (e.g. Li and Storch, 2017; Yi et al., 2020). In language and literacy education generally, and in the field of languages for specific purposes (LSP) more particularly, it has been maintained for some time that the ubiquity of digitally-mediated communication gives rise to ‘emerging needs’ for language learners (Hafner et al., 2015; Hafner and Miller, 2019; New London Group, 1996). For example, because of the availability of new forms of digitally mediated collaborative and multimodal forms of expression – think, for example, of collaboration on Google Docs and the video content available on YouTube and elsewhere – it is now necessary for researchers and teachers to consider how such communicative resources can be accounted for in the language curriculum. The purpose of this special issue is to engage with issues of digital communication, teaching and learning in academic and professional contexts. For our purposes, English for academic and professional purposes in the digital age involves a focus on digital mediation as one component of goal-directed activity in specialized communication practices, including the teaching and learning of LSP. By ‘digital mediation’ we are referring to the use of networked digital tools like computers, smartphones and other devices, in communication processes. When we talk about digital genres

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社论：本期特刊简介：数字时代的学术和专业英语

数字通信技术的发展对人们的交流方式产生了重大影响，包括我们如何在学术和专业背景下获取、创造和传播知识。这些发展引起了研究创新数字流派和实践的研究人员的兴趣（例如 Kuteeva 和 Mauranen，2018 年；Luzón 和 Pérez-Llantada，2019 年），以及研究解决此类创新的教学策略的研究人员（例如 Li 和 Storch，2017 年；Yi等人，2020 年）。在一般的语言和读写教育中，尤其是在特定用途的语言 (LSP) 领域，一段时间以来一直认为，数字媒介通信的普遍性为语言学习者带来了“新兴需求”（Hafner 等al.，2015 年；哈夫纳和米勒，2019 年；新伦敦集团，1996 年）。例如，由于新形式的数字媒介协作和多模态表达形式的出现——例如谷歌文档上的协作以及 YouTube 和其他地方提供的视频内容——现在研究人员和教师有必要考虑如何在语言课程中考虑这种交际资源。本期特刊的目的是探讨学术和专业背景下的数字通信、教学和学习问题。就我们而言，数字时代的学术和专业英语涉及将数字中介作为专业交流实践中目标导向活动的一个组成部分，包括 LSP 的教学和学习。通过“数字中介”，我们指的是在通信过程中使用网络数字工具，如计算机、智能手机和其他设备。当我们谈论数字流派时