In this paper, the author adheres to encouraging more sense-oriented translation. She explores the effectiveness of using think-aloud protocols (TAP) in the classroom. TAPs can be used, she argues, in order to emphasize the differences between the processing performed by novices and that of translation professionals. TAPs can be performed by students in order to make them more aware of their general approach to translation. Nevertheless, they may also be applied by the instructor to model professional translator behavior.