The present study explores the contemporary pedagogical practices of translation skills in undergraduate classrooms in Pakistan. Translation skills are essential components of the prescribed syllabuses and examinations. Classroom observations reveal that the students face problems in translation skills. Consequently, teaching and learning of translation skills need redesigning. The study aims to enhance awareness among students about the real implication of translation skills and suggest changes. The paradigm selected is the pragmatic analysis of contemporary unsuccessful pedagogical practices of translation skills. The data was collected from 321 undergraduate students of public and private institutions through a questionnaire. The data was analyzed descriptively. The findings reveal that the contemporary pedagogical practices of translation skills are less effective in enhancing translation skills as current translation practices focus on cramming translation rules and passages instead of developing students' autonomy. The research contributes to teaching and learning translation skills, especially for ESL teachers and learners. The outcomes of this research will lead future researchers to suggest further improvements in pedagogical practices of translation skills.

The purpose of this research was to analyze the vocabulary barriers experienced by learners of public sector universities and colleges situated in South Punjab. SPSS version 23 was used to check the frequency and percentage of the responses of the respondents. The bulk of the learners indicated that they fail to achieve sufficient vocabulary to satisfy their educational and social needs due to certain factors such as the scope and magnitude of the assignments given to the students meaning the number of words that L2 learners need to learn is extraordinarily large. Similarly, the difference between spoken and written English becomes challenging on the way of learning L2 properly. To overcome all these barriers, the role of English language teachers is vulnerable as he is regarded as the custodian of L2 classroom, especially in EC and OC Circle countries and Pakistan is included in OC Circle countries.

The purpose of this work was to investigate learners' perceptions about the role of the English language curriculum set in boosting the communicative competence of the students of South Punjab. The present research was planned to use a mixed method. Most of the students showed that the curriculum designed for L2 learners causes negative effects in the process of L2 learning as it does not satisfy the communicative needs of the students. To make sure the effective use of textbooks or curriculum for L2 learning, there are certain steps that English teachers and learners can take to make better use of the English curriculum to improve learners' communicative competence. To make sure better language learning through textbooks and other teaching materials, teachers must play a vital role in the selection of textbooks and helping material. English textbooks with good teaching/learning materials can encourage L2 learning, improve communicative competence and can persuade learners so that they can achieve understandable feedback from their teachers and feel attentiveness towards the target language through textbooks or curriculum.