The purpose of this paper is to define translation theory from a pedagogical point of view - with the aim of teaching it to facilitate students?translation learning - and to show, through some examples, how theoretical concepts can be taught effectively in class. First, this paper proposes ‘functional’ translation theory, which can be taught to help students comprehend different aspects of translation and translation profession. It is important to stress that a theory does not necessarily have to be prescriptive to be functional. Additionally, the paper shows to what extent translation theory can help translators. In fact, the choice of theories will be largely influenced by the understanding the teacher has in this matter. Thirdly, recognizing that not all theories can apply, this paper emphasizes the necessity of a proper selection. While utility or functionality is not inherent to a theory, it is up to the teacher to use consciously all its possibilities as a functional theory. Finally, the paper demonstrates how?functional theoretical concepts’ can be taught in class. Three notions of speech act theory and the concept of isotopy have been expanded to prove their functionality in translation teaching.
