In this age of the Internet, all people can receive, transmit, and disseminate information to anyone, anytime, and anywhere. The volume of information has exploded, and its immediacy is incomparable to what it once was. The influence of mass media, which had been responsible for the distribution of information, has waned, and freer and more democratic exchange of information has spread beyond national borders. The language used there is mostly English, and the change and diversity of expression are increasing in speed.

The effects of globalization are being felt in the art world as has never been encountered before. Facile communication via the Web has opened up opportunities for artists to easily cross borders to access a wider audience. However, in most cases, taking advantage of these opportunities entails being able to appeal to prospective audiences through language. In order to do this, the lingua franca of choice today is English. For those whose first language is not English, this can pose a substantial barrier. To support the efforts of such artists, we used an ESP (English for specific purposes) approach to conduct a move analysis study of 23 artist personal profiles. The typical moves and language use and functions revealed the communicative purposes and culture of this genre.

This study aimed to understand whether and how students use machine translation (MT) for language learning and to examine students' and teachers' perceptions and attitudes toward MT usage. First, a preliminary semi-structured interview was conducted, and based on the results and previous literature, an online survey was administered to 241 science majors and their teachers in July 2021. The results showed that 84.6% of respondents used MT for English learning, mainly to look up words. More than 70% of MT users checked and compared the machine- translated Japanese/English to the original English/Japanese and made corrections and changes as necessary. Little difference was found in how they used MT when outputting and inputting English. Perceptions of MT use varied greatly among the teachers, indicating considerable differences between teachers and students.

Translation of literature, among others, is not merely a linguistic procedure. Interpretation is a crucial factor in translation. This literary insight is deepened not through a linear movement from the beginning to the end of the text but by a repetitive cyclic motion from the entire text to the part and vice versa. However, the outcome of this process is not always proven valid. In these hermeneutic terms, this study examines the translation of the beginning part of Wuthering Heights (1847) to explore difficulties with the translation of literature. First, the author provides an overview of how the passage has been translated. Next, the word 'grotesque', which is considered a keyword in the threshold of the text, is focused on. Thereafter, it is etymologically traced back to its origin in the Oxford English Dictionary to identify a proper meaning in the context. Finally, the author finds difficulties in translating this literary text.

This paper examines representation of native speakers of English and Japanese learners of English in the latest editions of middle school English textbooks. Conversational scenes in the textbooks are extracted and analyzed comparing utterances produced by characters of native speakers of English and Japanese learners of English. Special focus was on 1) distribution of utterances (both frequency and length), 2) how the information is transmitted between the speakers, 3) reactions to the given information and utterances, and 4) interaction patterns frequently observed. Results suggest that: Compared with the observations in previous studies, inequal distribution of speakers' utterances improved; Many interactions involve topic introduction and information exchanges; Although Japanese speakers often take the lead in initiating the conversations and asking questions, native speakers of English offer information; Native speaker characters often play a role of teachers or mentors by encouraging and evaluating the peer interlocutors' challenges and good work.