Abstract
The aim of the present article is to show how gaining insights into the mental processes activated during translating through process-oriented research of translation and the use of think-aloud-protocols could provide a contribution to the didactic of translation and allow a development of teaching methods of translation. The article starts with a background about the process-oriented Research of translation and then presents the steps and results of an empirical study. The subjects of the analysis in the study were 8 egyptian advanced learners of German. Finally some consequences for the pedagogy of translation are briefly sketched.
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