Band 4, Heft 3

ABSTRACT The present article focuses on the issues and challenges related to teaching and learning Communicative English in Engineering and other professional institutions (tier-2 and tier-3 cities) in the northern belt of India. It attempts to explore various problems faced by the teachers as well as the students. It also examines the ongoing efforts to develop English communication skills of the students. The L1, L2, and L3 scenario has been discussed in detail. Bilingualism and multilingualism are investigated further. It also offers feasible solutions for making English teaching and learning more effective. Though the article only considers the northern belt, it can be applied to other belts too, provided the socioeconomic conditions are similar.

ABSTRACT Complex Dynamic Systems theory (CDS) has been widely used in the field of second-language acquisition (SLA). While adopting CDS to investigate second language writing (L2W) research, second language writing identity (L2WID) is little address in CDS. This study emerges the notions of CDS and L2WID, and reconceptualizes as an inclusive framework for future studies. The notion of L2 Complex dynamic writing is refined and it consists of writers’ heterogeneities, acts of agency, and attractors among systems. The studies of L2WID are reviewed and categorized in sociopsychological, sociocultural, and sociolinguistic perspectives. Emerging the features of L2 complex dynamic writing and L2WID provides a framework to fill in the gap between L2 writing performance and writers’ identities. This study contributes to three aspects. This study tailors the connection of L2 writing process and L2WID and offers an inclusive framework for those who are situated in L2 writing formal (classroom) or informal (social media) discourses to examine the power relations among L2 writing texts, selves, and relationships in their writing discourses. Ultimately, this framework fundamentally theorizes the nonlinear features of L2 complex dynamic writing with consideration of L2WID.

ABSTRACT This essay, based on an interview with an internationally renowned scholar of language and literacy education, addresses a range of issues that is of current interest and significance to English teachers in China’s higher education context.

ABSTRACT This paper is a small part of my dissertation which particularly describes translation and language errors based on trends in Translation Studies. Translation and language errors are important to assess the quality of a translation product. However, little or almost none of the literature has discussed the translation and language errors in the Indonesian–English language pair. This study aims to discover the types of translation and language errors mostly found in the Indonesian–English translation. The data were obtained by conducting several projects in the translation classes of LBI ( Lembaga Bahasa International – International Language Institution) of the Faculty of Humanities (FIB) of Universitas Indonesia (UI) for 2 years from 2013 to 2015 by asking the students to do translation from an Indonesian text into English. The results show that the most frequent errors occurring are incorrect usage, grammatical errors, and omissions. This paper can be considered as preliminary research on translation and language errors in the Indonesian–English language pair which should be further investigated.