This study examined the English-Korean translation processes of a professional translator and a college student using a think-aloud protocol(TAP) method. The goal of the study was to find the differences, if any, of a translator and a language learner in terms of translation behaviors, strategies, and cognitive processes. The findings are as follows: First, the language learner showed limited translation behaviors and rather simple cognitive processes, whereas the translator exhibited a variety of behaviors and complex cognitive processes. Second, the language learner had difficulties understanding the source text and failed to convey the message of the text. Furthermore, the Korean target text produced by her was sometimes incomprehensible. On the other hand, the translator made great efforts to find the most acceptable and appropriate Korean equivalents. Third, the language learner's strategies of solving translation problems were limited to dictionary search and the analysis of sentence structures. However, the translator tried to deal with the problems (mostly at the production stage) from multiple perspectives, taking into account various - formal and functional - aspects of the languages. The findings point to two realities: One is the language learner's incompetence in both Korean and English and the other is the language learner's lack of understanding of what translation is. The pedagogical implications of the findings are: (1) The improvement of language learners' competence in both A language and B language should be the first priority in the university-level translation education; (2) Translation methodology is an indispensable element in the university translation curricula, which, together with background knowledge, could serve to compensate for the lack of language competence; (3) A better understanding of translation per se and professional translators is required on the part of language learners. In conclusion, it should be realized that most of the recipients of the translation education at the university level are not prospective translators, and so the education for language learners should be differentiated from that tailored to professional and amateur translators.
