It is widely accepted that translation pre-dates the bible and no one can deny its contributions to the development of societies and cultures. In addition, it is obvious that the debate on Translation Studies’ independence as an academic discipline has reached an end. Thanks to Holmes, who named this new discipline as ‘Translation Studies’, the name is now widely accepted by the English-speaking scholars. However, in Turkish Translation Studies, there are diversities of field and subfield names, such as “Çeviribilim (Translation Studies)”, “Mütercim-Tercümanlik (Translation and Interpreting)”, “Çeviri Arastirmalari (Translation Researches)” and “Translatoloji (Translatology)” used as the field name and “çeviri”, “yazili çeviri” and “mütercimlik” for written form of translation; “sözlü çeviri”, “tercüme”, “tercümanlik”, and “yorumlama” for the oral form. In this study, the variety of terms will be searched in one hundred and fourteen M.A. and Ph.D. theses submitted to The Council of Higher Education’s Theses Centre with “Çeviribilim (Translation Studies)” tag. Finally, the preferability of these terms will be analysed and some suggestions will be developed.

How lexicon is represented in the mind in the bilinguals still attracts the scholars’ interest. A variety of experiments, in different methodologies under different theoretical framework, were conducted, producing different results. This study used the data from Jiang (1999) to duplicate a masked translation lexical decision task experiment, aiming at examining the asymmetry effect in the proficient Chinese English learners studying in Singapore. The results did not show the existence of L1-L2 priming effect assured in the previous studies but see the L2-L1 priming effect as reported in Jiang (1999).

Immersion teaching is the teaching of a foreign language as the medium of instruction (Davies, 1999). It is a category within bilingual education (Citation, 2010). This teaching method originated in Canada in 1960s. The thesis reviews on some scholar’s study in immersion teaching and second language acquisition so as to make us have a more full understanding to immersion teaching. This study is good for us English majors but also good for children to learn language.

In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.

In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.

The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.

It is widely accepted that translation pre-dates the bible and no one can deny its contributions to the development of societies and cultures. In addition, it is obvious that the debate on Translation Studies’ independence as an academic discipline has reached an end. Thanks to Holmes, who named this new discipline as ‘Translation Studies’, the name is now widely accepted by the English-speaking scholars. However, in Turkish Translation Studies, there are diversities of field and subfield names, such as “Çeviribilim (Translation Studies)”, “Mütercim-Tercümanlik (Translation and Interpreting)”, “Çeviri Arastirmalari (Translation Researches)” and “Translatoloji (Translatology)” used as the field name and “çeviri”, “yazili çeviri” and “mütercimlik” for written form of translation; “sözlü çeviri”, “tercüme”, “tercümanlik”, and “yorumlama” for the oral form. In this study, the variety of terms will be searched in one hundred and fourteen M.A. and Ph.D. theses submitted to The Council of Higher Education’s Theses Centre with “Çeviribilim (Translation Studies)” tag. Finally, the preferability of these terms will be analysed and some suggestions will be developed.

It is widely accepted that translation pre-dates the bible and no one can deny its contributions to the development of societies and cultures. In addition, it is obvious that the debate on Translation Studies’ independence as an academic discipline has reached an end. Thanks to Holmes, who named this new discipline as ‘Translation Studies’, the name is now widely accepted by the English-speaking scholars. However, in Turkish Translation Studies, there are diversities of field and subfield names, such as “Çeviribilim (Translation Studies)”, “Mütercim-Tercümanlik (Translation and Interpreting)”, “Çeviri Arastirmalari (Translation Researches)” and “Translatoloji (Translatology)” used as the field name and “çeviri”, “yazili çeviri” and “mütercimlik” for written form of translation; “sözlü çeviri”, “tercüme”, “tercümanlik”, and “yorumlama” for the oral form. In this study, the variety of terms will be searched in one hundred and fourteen M.A. and Ph.D. theses submitted to The Council of Higher Education’s Theses Centre with “Çeviribilim (Translation Studies)” tag. Finally, the preferability of these terms will be analysed and some suggestions will be developed.

The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.

This paper seeks to discern the narratological aspects of John Barth’s famous essay titled “Literature of Exhaustion” in narrative qualities of his own novel, Chimera. Different narrative elements are discussed in the process of reading the essay; they include the death and rebirth of Barth as the author of Chimera, intertextual narrative qualities, hypertextual narrative qualities and the functions of parody and self-reflexivity. Each concept will be discussed in a separate section. The first section aims to discuss the author’s role in the process of narrating the novel to assert his identity and authority in the novel; moreover the author tries to immortalize himself by appearing and disappearing in each part of the novel. The second section focuses on ‘intertextuality’ as one of the major themes of the novel. As Chimera includes the network of textual relations, it is not an independent text and it is a combination of different pre-texts. The third section is going to examine the influence of ‘hypertextuality’ on the novel as it marks the role of pre-existing texts on Chimera. The last section intends to examine the functions of parody and self-reflexivity because the novel undermines the artist’s personal development and the process of narration. The article concludes that parody and self-reflexivity can be regarded as main key terms in John Barth’s narrative techniques. In his Chimera, Barth tries to change the old to the new by various modes of interntextuality, self-reflexivity, and parodic relations such as paradying character’s features to construct and explore a new narrative context.

The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.

How lexicon is represented in the mind in the bilinguals still attracts the scholars’ interest. A variety of experiments, in different methodologies under different theoretical framework, were conducted, producing different results. This study used the data from Jiang (1999) to duplicate a masked translation lexical decision task experiment, aiming at examining the asymmetry effect in the proficient Chinese English learners studying in Singapore. The results did not show the existence of L1-L2 priming effect assured in the previous studies but see the L2-L1 priming effect as reported in Jiang (1999).

The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.

This paper examines how Ernest Hemingway’s A Farewell to Arms mirrors life and existence under the umbrella term - modernism. This is achieved by carefully exploring the tenets of the term modernism and various arguments of various scholars especially as it relates to Literature. Attempt is therefore made to situate A Farewell to Arms within this movement, focusing the on the life of Hemingway and how if bears great influence on the novel, his characters, thematic import and his deployment of style and language. The paper uses New Historicism as a framework to exploring issues of modernism that Hemingway mirrors in the novel.

This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.

Space and gender are two important factors that determine the way trauma is received and experienced. The meaning, expression and treatment of trauma should be considered in the light of cultural, historical and social conditions. John Maxwell Coetzee offers a portrayal of the socio-cultural and historical landscape with the ongoing racial conflicts inherited from the apartheid regime in the post-apartheid South Africa in Disgrace. Coetzee’s novel Disgrace can be read as an allegory of the suffering, frustration and muddle of Post-Apartheid South Africa where racial, sexual and gender politics intricately work together. The tragic history of South Africa is marked by systematic oppression, violence, exclusion, fragmentation and dispossession. This paper aims to analyze how the experience and symptoms of trauma of sexual assault are determined by the gender of the victim and the place where the offensive contact and trauma are experienced with references to the three characters in Disgrace, the father David Lurie, the daughter Lucy and the female student Melanie.

The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance students’ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.

As a social phenomena, language carries a lot of social-cultural factors. It is impossible for languages to exist and develop in social vacuum. Proverbs, as a form reflecting language, are greatly connected with culture. They deliver all sorts of information and cultural knowledge. In addition, vocabulary is the most sensitive, active and basic component of language. Therefore, the influence of culture on language is also embedded in vocabulary. Animal words or cultural-loaded animal words are a category of words rich in cultural connotations. Human beings living in the same world have different cultural backgrounds, which leads to different cultural connotations of animal words. This paper will make a comparative analysis of the cultural connotations behind animal words between English and Chinese proverbs. Thus similarities and differences are explored. And then it makes a further study on the reasons behind differences of cultural connotations. Meanwhile some feasible suggestions on cross-cultural communication will be put forward.

Almost all Moroccan institutions of education, as others elsewhere, of all levels from primary, secondary to higher, of all sectors, from private to public, of all shapes and sizes, from metropolitan universities to small institutions, are starting to teach English as a second language to students. These students’ learning is influenced by their parents’ involvement in and attitudes toward English language. Such influence is what the current study tires to investigate and evaluate in the Moroccan context. To this end, a quantitative approach was adopted, and 31 questionnaires were distributed on students at Sidi Mohamed Ben Abdellah University. The results showed that parents were strongly involved in their children’s learning of English though with varying degree. Parents with educational background and considerable income accompanied their children through all twists and turns of their learning journey. The less fortunate ones, however, were less engaged when it comes to orienting their children’s specialty choice. It was also found out that most parents recognized the crucial role of English language. The findings revealed also that parents’ support in and positive attitudes toward English language have significantly facilitated and contributed to the academic achievement of the students.

Though sharing some commonalities, English and Chinese do hold their own characteristics. Hypotaxis and parataxis are generally considered to be among the most significant differences between English and Chinese. Though previous studies have analyzed hypotaxis and parataxis from different perspectives, a few of them have applied them to prose translation. If I Were King, a typical essay written by Nie Gannu, is translated by Zhang Peiji (2012) and compiled in his Selected Modern Chinese Essays 1 . This paper is in an attempt to make a contrastive analysis between the Chinese and English versions of If I Were King from the perspective of hypotaxis and parataxis. The first part gives a brief introduction to the previous studies on hypotaxis and parataxis and If I Were King. The second part clarifies the meaning of hypotaxis and parataxis. Methodology is discussed in the third part. As the main part of this paper, the fourth part is the case studies on three levels: the lexical level, syntactic level and discourse level. The final part makes a summary and provides some practical suggestions. Through analysis, this paper aims to make other language learners have a better grasp of hypotaxis and parataxis so as to facilitate translation, especially prose translation. Besides, this paper may also provide enlightenment for scholars of contrastive linguistics.

It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.

This study discuss about the impact of cohesion shift levels on translation accuracy. The aims of this study to find out a) a dominant cohesion shift level, b) the impact of the dominant level on translation accuracy, c) the dominant category changes caused by dominant level, d) the level of cohesion shift which have a positive impact on translation accuracy. This research used descriptive qualitative method to achive the objectives of study. There are two kinds of data in this study, the first is obejctive which consist of 562 data and the second is affective in the form of number (1-3). The objective data was collected through observation and content analysis while the affective data was collected through questionnaire and depth-interview. The result of this research shown that a) cohesion shift in the level of implicitation is dominant (217 shifts), b) implicitatioan influence a negative impact on translation accuracy (2,45), c) the dominant changes of category on implicitation level are phrase become Ø and phrase become phrase (36 shifts), d) cohesion shift in the level of explicitation is a well strategy than the other levels. Translators are able to improve the accuracy of translation by applying cohesion shift in the level of explicitation.

This paper is intended to deal with place of motivation in English language teaching. Motivation as one of topics of second and foreign language acquisition has always influenced on learning and teaching of English language. Language can be defined as the bond that links people together and binds them to their culture. The study of language has always played a crucial role in the history man. Man has tried to know his language, know how speech sounds relate to meaning when he/she is speaking or writing. Today, English language is used as one of the major important of languages among people over the world. Learning English language has been the main subject in schools, colleges and universities in the world. English language is used as foreign or second and even lingua franca among people in this world. English language is used as target language among learners in their schools, colleges, and universities. It is interesting to see how an English language learner learns English through motivation.

This paper seeks to discern the narratological aspects of John Barth’s famous essay titled “Literature of Exhaustion” in narrative qualities of his own novel, Chimera. Different narrative elements are discussed in the process of reading the essay; they include the death and rebirth of Barth as the author of Chimera, intertextual narrative qualities, hypertextual narrative qualities and the functions of parody and self-reflexivity. Each concept will be discussed in a separate section. The first section aims to discuss the author’s role in the process of narrating the novel to assert his identity and authority in the novel; moreover the author tries to immortalize himself by appearing and disappearing in each part of the novel. The second section focuses on ‘intertextuality’ as one of the major themes of the novel. As Chimera includes the network of textual relations, it is not an independent text and it is a combination of different pre-texts. The third section is going to examine the influence of ‘hypertextuality’ on the novel as it marks the role of pre-existing texts on Chimera. The last section intends to examine the functions of parody and self-reflexivity because the novel undermines the artist’s personal development and the process of narration. The article concludes that parody and self-reflexivity can be regarded as main key terms in John Barth’s narrative techniques. In his Chimera, Barth tries to change the old to the new by various modes of interntextuality, self-reflexivity, and parodic relations such as paradying character’s features to construct and explore a new narrative context.

With the rapid development of economic globalization, the intercommunication between different cultures have also been progressively enhanced. Taboo language as a cultural phenomenon has gained a common concern. At the same time, appellations play an important role in cross-cultural communication, using the proper address terms may help the communication go smoothly. So appellation taboos should be taken enough attention. The appellation taboos have been studied to some extent over the past years. However, because the appellation taboos have sensitive nature, most people often avoid talking about this topic. Through comparing differences between English and Chinese, this paper aims at reducing some misunderstanding during the cross-cultural communication and making us communicate smoothly. In addition to the definition of taboo and appellation, this paper also studies appellation taboo language in the following types: naming, position, race and gender. Based on the research, the paper shows the differences between Chinese and English and then give the reason. At the end of this paper, four ways are mentioned to help us use appellation taboos correctly in cross-cultural communication.

The writer sets out to study excerpted samples of the war speeches made across the world between the World War eras and the present with a view to finding out the linguistic choices favoured by war leaders over time to drum up support for wars. It is argued here that there may be something unique in the linguistic choices made in war speeches which convince people to support the prosecution of wars despite the wanton destruction that follows them. Framed on a descriptive research design, with stylistics as the theoretical framework, the study examines the excerpts chosen by deliberate sampling so as to identify and analyze the features they share. The analysis reveals that the speeches share many linguistic features in common, all of which may be responsible for the control of the minds and actions of the people.

Language transfer can be classified into negative transfer and positive transfer. The former is caused by the similarities shared by source language and target language, the latter is attributed to the differences between two languages. Linguists abroad and home have put forward that native language can promote students’ understanding of second language (Jarvis and Pavlenko, 2008; Wen, 2010). In the process of second language learning, especially for Junior High School students, the knowledge of native language can help students to complete their tasks. When learning the target language, they will unconsciously use the previous information to think and achieve the purpose of second language learning. Native language plays a fundamental role in second language learning. For students, it can facilitate the study of second language in some extent. Vocabulary is the foundation of language. As the beginning stage, English teaching in Junior high school should give priority to vocabulary learning. Then, whether Chinese plays a facilitate role in the process of students’ vocabulary learning? And if it has, what are the factors that influence language transfer? What teaching methods can teacher employed to students’ vocabulary learning? These are main contents of this study.

English for science and technology (EST) plays an important part in making exchanges of scientific and technological information around the world. Nida’s translation theory has exerted a profound influence on translation studies. Functional equivalence theory is one of the core concepts of his translation theory. This paper will analyze the guiding significance of functional equivalence theory to English for science and technology translation from the perspectives of lexical equivalence, syntactic equivalence and discourse equivalence.

Introduction: The present study focuses on the relationship between cognitive anxiety and the knowledge of grammar and punctuation sub-scales among Iranian Medical Students. Materials and Methods: The Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004) and also a writing performance test were applied to collect the data. 45 students were invited to participate in this study. Results: Revealed by T-test analysis, the male participants experience relatively greater amount of cognitive anxiety. Furthermore, significant differences were found in grammar and punctuation sub-scales of writing performance between male and female participants so that females were higher in two sub-scales than that of males. Conclusion: Based on the findings, cognitive anxiety was the most common type of anxiety, followed by somatic anxiety, and avoidance behavior. The results also highlighted the fact that in the classes teachers should be cautious of the dangers of anxiety and try to make the atmosphere of class as stress-free as possible in order to improve students’ performance.

Li Sao is the most important part of Chu Ci or The Songs of the South which has an important position in Chinese literature. There are many cultural images in Chu Ci, especially Li Sao, and animal images constitute part of the cultural images in the classic. They convey both literal and implicit meanings. In other words, poet Qu Yuan uses them to symbolize good or bad things in the source text. The implied meaning of the animal images can only be grasped by putting them into the specific context. The translations in this study use various translating methods such as literal translation, substitution and interpretation to represent the symbolic meanings of the animal images, but sometimes it is seen that the translators fail to convey the original meaning correctly. It is assumed that only by achieving optimal relevance can target readers understand the original images easily.

How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.

How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.

The objective of this study is to focus on the investigation of William Shakespeare’s Macbeth and Doris Lessing’s The Grass Is Singing in the perspective of alienation and feminism. It aims at examining mainly Shakespeare’s and Lessing’s treatment of women in the light of the social system of 16th -century England and 20th -century Africa, respectively. It proposes to incorporate a wide variety of related, but diverse and even contradictory elements, centering on the subject of gender, social, political, economic, and cultural issues, fragmentation of society, love and marriage, psychological conflict, divorce, and sexuality. Both Shakespeare’s and Lessing’s texts are analyzed within the parameters of these issues. It throws a new light on the critical comments made by critics, scholars, and reviewers with a view to analyzing the complex ramifications of the theory of alienation and feminism. It also attempts to examine outlooks, autobiographical elements, writing forms, similarities and differences in various phases of the two writers. In this way, it aims to prove a concluding remark that a symbiotic relationship of the theorists and the authors is not only self-perpetuating, but also important for the 21st -century English literature.

Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.

The objective of this study is to focus on the investigation of William Shakespeare’s Macbeth and Doris Lessing’s The Grass Is Singing in the perspective of alienation and feminism. It aims at examining mainly Shakespeare’s and Lessing’s treatment of women in the light of the social system of 16th -century England and 20th -century Africa, respectively. It proposes to incorporate a wide variety of related, but diverse and even contradictory elements, centering on the subject of gender, social, political, economic, and cultural issues, fragmentation of society, love and marriage, psychological conflict, divorce, and sexuality. Both Shakespeare’s and Lessing’s texts are analyzed within the parameters of these issues. It throws a new light on the critical comments made by critics, scholars, and reviewers with a view to analyzing the complex ramifications of the theory of alienation and feminism. It also attempts to examine outlooks, autobiographical elements, writing forms, similarities and differences in various phases of the two writers. In this way, it aims to prove a concluding remark that a symbiotic relationship of the theorists and the authors is not only self-perpetuating, but also important for the 21st -century English literature.

Katherine Anne Porter is not only an essayist, commentator, translator, but also an outstanding novelist. Most of Porter’s works were completed in the first half of the 20th century. With superb writing skills and a unique literary style, she has become a recognized literary stylist in American literary circles. This paper takes Porter’s famous novelette Pale Horse, Pale Rider as the research object, discusses the feature of Stream-of-Consciousness, and strives to enrich readers’ understanding of Porter’s works.

After the independence of Tanganyika in1961 and its unification with Zanzibar to form Tanzania in 1964, Bongo movie artists in Tanzania have increasingly been using more English in Kiswahili movies than before. This paper sought to describe this new trend. Specifically, it highlights evidence and describes the motivations and impacts of the change. The study was conducted in Dar es Salam city involving movies acted before and after 1961 to 2013. The study involved spectators, actors and actresses, producers, directors and distributors. Data were collected through documentary review and interview methods, and were analysed descriptively and comparatively. Many factors have been realised to contribute to this change. However, they can be mainly categorised into psychological, cultural and economic factors, which all are a result of socio-cultural and economic changes which have been taking place in the country since1980s. Besides, it is revealed that the change has mainly impacted in deconstruction of Tanzanians’ identity and economic gains to key Bongo movie stakeholders. The study has revealed further that the change deconstructs our identity as a nation because the country remains half-caste in film industry, since there is no clear cut between Tanzanian and Nigerian movies. Therefore, the government is urged through the National Films Censorship Board, to maintain nation’s identity by inspecting, monitoring and certifying quality of movies before they are released to the market. All the substandard movies with code mixing, wrong English titles and subtitles should be monitored before they go public.

Vocabulary teaching is supposed to be an extremely significant part in language teaching in Primary school, which is always neglected prevalently. In this paper, the author discusses problems and strategies to cope with current vocabulary teaching issues, so as to offer some solutions for teachers in primary school English teaching.