Text comprehension is a complex process and in Latin classes it is a constitutive cognitive process the individual elements of which cannot easily be understood without empirical investigation. Many theories – some of them borrowed from other disciplines – try to explain the processes that take place when translating from Latin. So far, however, there are hardly any empirical verifications or studies on the subject. With the help of qualitative methods, the intuitive approach of pupils has been mapped out and analysed. The results offer insights into the process of translating, understanding and dictionary work that are not available through the usual diagnostic procedures in school, and shed new light on existing theories.

Text comprehension is a complex process and in Latin classes it is a constitutive cognitive process the individual elements of which cannot easily be understood without empirical investigation. Many theories – some of them borrowed from other disciplines – try to explain the processes that take place when translating from Latin. So far, however, there are hardly any empirical verifications or studies on the subject. With the help of qualitative methods, the intuitive approach of pupils has been mapped out and analysed. The results offer insights into the process of translating, understanding and dictionary work that are not available through the usual diagnostic procedures in school, and shed new light on existing theories.