الفهرس 
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Abstract
This chapter introduces the current theoretical background for pragmatics and
translation skills. It is divided into two sections: the first section surveys the related
literature pragmatic philosophy, definition of pragmatic, components of pragmatics,
study areas of pragmatic, assessment of pragmatics and culture and pragmatics. The
second section reviews the related literature to translation and the nature of teaching
translation. The purpose of this analysis is to reach an understanding of the subcomponents
of translation and translation competences, in order to determine the
skills and sub-skills needed for the learners, and then incorporating these skills in the
translation strategies. This theoretical background will help also in drawing
guidelines for designing the proposed program that is based on pragmatics to develop
some translation skills of Palestinian English majors at Al-Aqsa university
First section: Review of Related Literature and Studies of Pragmatics
2.2 pragmatics
We live in a multicultural world in which the English language has become
international. The cause of English becoming an international language is not the
number of native English speakers but the increasing number of people who believe
in the benefits of acquiring English as an additional language. Thus, the theme of
pragmatics in general, and interlanguage pragmatics, in particular has gained wide
appeal internationally, and has enjoyed attention in the field of language education
for the last 30 years at least. It is probably fair to say that pragmatics has increasingly
become mainstream in second and foreign language teaching and learning.A number
of fields within and outside of cognitive science contribute to the domain of linguistic
pragmatics. These include linguistics, philosophy, sociology, cultural anthropology,
cognitive psychology, and rhetoric.