Abstract
This article explores in a complementary way the nature of translation studies in relation to foreign-language learning on the one hand, and translation as a communicative activity/product on the other hand. The common issues which are identified and discussed range from those which are of direct relevance to pedagogical practice, such as the nature of errors, to those which raise questions of research methods, such as how to study processes. Cognitive perspectives are also shown to have import for pedagogy, in so far as teaching methods based on evidence of learning or translating processes can be argued to have a sounder basis than those relying on linguistic models or institutionalised beliefs. Parallels in the development of various approaches provide further support for the claim of a synergistic relationship through changing emphases on form and function, and on system and use.