English for Specific Purposes World, ISSN 1682-3257, www.esp-world.info, Issue 44, Vol. 15, 2014 The Role of Translation in Teaching Pragmatics (Based on traditional and modern language teaching methods) Lham Kavandi, Alireza Toulabi, Jafar Asadi, 1 The Role of Translation in Teaching Pragmatics (Based on traditional and modern language teaching methods) Elham Kavandi (Ph.D.), Assistant Professor of Applied Linguistics, Farhangiyan University, Zanjan, Iran Alireza Toulabi, MA, Student AT TEFL (Corresponding Author Address) alireza.toulabi59@gmail.com Department of English language Teaching, Islamic Azad University of Ahvaz, Khuzestan, Iran. Jafar Asadi, MA Student AT TEFL English Language Department, Islamic AZAD University, Zanjan branch, Zanjan, Iran G-Mail:JafarAsadi2015@gmail.com TEL: 00989123411483 ) Abstract Recent studies have shown that cross-cultural differences are one of the main points in which English second language learners continuously attempt to overcome. Different cultures oblige learners to know where and how should they use certain expressions in particular situations. It is believed that Cross-cultural differences in communication make the learners perplexed immensely and may affect conveying the messages inappropriately. Second language teachers apply various techniques to tackle the problem. Translation as a technique requires cultural knowledge extensively. The consideration of translation as the specific technique that attempts to prepare learners to use the certain expressions in specific situations was investigated in this paper. The aims of this paper are to illuminate what different tenets are allotted to teaching pragmatics based on translation and how translation can contribute significantly a main role and as a viable strategy in teaching pragmatics in different learning and teaching levels. Key words: cross-cultural, pragmatics, translation, teaching. Technique Introduction This paper at the first step deals with the definitions of pragmatics and translation based on different scholars‘ fundamental tenets, then explicate the existing and inevitable relationship between translation and teaching pragmatics and argues that the translator who utilizes his knowledge of pragmatics can translate a text appropriately through using non-linguistic dimensions of verbal communication in different contextualized situations.