translating (strictly designed), the second is more elaborated, split in a) analysis of the message to its grammatical structures and meanings of the words, b) mental transfer from one language to the other and c) restructuring, where the transferred message is restructured to be comprehensible in the target language. The current need is to make a clear distinction between translation as a facilitator to understand a text in a different language (real translation) and translation as an activity in second language teaching/learning processes (pedagogical translation). As Becerra-Solis and Aguado-Marques stated , the distinction between the two is clear because, while in real translation the translated product is the goal of the process, in pedagogical translation, the translated product is the means to achieve knowledge of L2. The role of translation in teaching a second language is emphasized in several known approaches and techniques like Grammar-Translation Method, Audio-Lingual Method or the Communicative approach, but not only. There are different approaches focused on translation and on the result of translation in achieving proficiency in a second/foreign language, but Nida identified two problems in all approaches to theories of translating: 1) The tendency of researchers to underline the benefits of a certain approach and its applicability 2) The main concern on denotive meanings rather than on associative ones Still, after a period of time, these methods and approaches’ distinctive markers become well-known and an objective inquiry on them is possible. Also, most of the following methods and approaches are useful and used to teach/learn grammar, even if they were later considered an impediment for a successful practice of a second/foreign language. GRAMMAR-TRANSLATION METHOD, FORMAL LINGUIST METHOD, CULTURAL MODEL, THE TEXT ANALYSIS METHOD, THE HERMENEUTIC METHOD The Grammar-Translation Method appeared in the 18th century in Prussia, when a French course book and an English course book for secondary schools were published. It was thoroughly developed in the 19th century and it was primarily used to teach second languages in Europe from 1840s to 1940s. Its aim was to help learners to read classical literature. L1 in presenting L2 grammar rules was >