This paper presents an investigation into the impact of teaching pragmatic competence to translation students who translate from English (L2) to Persian (L1). For the experiment, the participants were requested to identify implicit discourse markers in a source text and to transfer them into the target text. This investigation used Think Aloud Protocols (TAP) to monitor students’ inferential translation processes. The results of this study pinpointed the challenging role of pragmatic competence for translation students. Translation performance in an experimental group of participants exposed to a period of pragmatic classroom instruction was compared to that of a control group which did not receive this training. Finally, the data analysis indicated that pragmatic teaching improved the translation students’ pragmatic competence in the experimental group through identifying both implicit and explicit discourse markers in the source text. This was clearly lacking in a number of students’ translations in the control group.

本文对英语教学（L2）翻译成波斯语（L1）的翻译学生的教学能力进行了调查。在实验中，要求参与者识别源文本中的隐式话语标记并将其转移到目标文本中。该调查使用了Think Aloud协议（TAP）来监控学生的推论翻译过程。这项研究的结果指出了实用能力对翻译学生的挑战性作用。在经历了一段时间的实际课堂教学的实验参与者小组中，将其翻译表现与未接受此培训的对照组进行比较。最后，数据分析表明，语用教学通过识别源文本中的隐性和显性话语标记，提高了实验组翻译学生的语文能力。对照组中许多学生的翻译显然缺少这种翻译。