摘要：This paper tries to explore the translation process of the students translator while translating. Psycholinguistically-oriented thinking-aloud method is used to collect data from self-reports protocols. It is found that there exist four phrases (preparation, incubation, illumination and evaluation) both in English-Chinese and Chinese-English translation process. The participants do fairly well in E-C translation than in C-E translation. Translation scores vary with the change of the translation tasks (E-C or C-E) and also with the growth of university grades. As far as translation strategies are concerned, they are more likely to employ strategies in the incubation and illumination phrases. Fewer strategies are applied in the preparation phrase and hardly any strategies used in the evaluation phrase. There were significant differences on the strategy use of the participants from two grades in the incubation and the evaluation phases.
