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The aim of this paper i s to report on the findings of a pilot case study that was done in order to shed more light on the application of cognitive linguistic approaches to translation studies and translation pedagogy. The study aims to identify the extent to which cognitive cons trual operations such as categorizing according to the prototype effects, and figure - ground reversal may be used in problem solving and decision making tasks related to meaning construction and translating the given texts. It is hypothesized that collabora tive – based approach motivates students more to discuss and make use of the abovementioned cognitive construals when aiming at semantic precision in handling the texts. The results of the study indicate a decrease in errors related to word choice in the tra nslated texts.