This study investigates the translation process of three translator students and their production of translated non-fiction texts. The students are followed from an initial examination task over a period of time of 5 years. The translated texts produced during this period are analysed with selected methods of text analysis, which is compared to their source texts. The text analysis focuses on certain grammatical features that are known to generate problems for translators with the language pair Russian – Swedish. The results of the analysis show that the systematic differences in the languages involved are not as problematic as expected for the participants. Writing skills in the TL, translation principles and initial beliefs as well as the individual’s approach concerning the task of a translator turn out to have the most significant influences on the participants’ performance. In a complementary analysis, introspection data obtained from concurrent verbalisations are analysed according to a model that allows indicating and classifying marked processing in the translations. The role of contrastive language knowledge is especially emphasised in this part of the study. The results are put in relation to each other to obtain a picture of the individual development of the participating translator students. The three case studies show that each participant developed his/her competence during the time of the study. They also show that this development stays within a conceptual frame set by the participants before they started their training as translators. The implications for translator training that can be drawn from this study are mainly concerned with the importance of writing skills in the TL, contrastive language knowledge and the importance of questioning individual beliefs and principles concerning the task of the translator as well as approaches to translating.

This thesis deals with the correlative markers d’une part… d’autre part, d’un côté… de l’autre and non seulement… mais in French and their Swedish counterparts dels… dels, å ena sidan… å andra sidan and inte bara… utan. These markers are composed of two separate parts generally occurring together, and announce a serial of at least two textual units to be considered together. The analyses of the use of these three French and three Swedish markers are based upon two corpora of non-academic humanities texts. The first, principal corpus, is composed only of original French and Swedish texts. The second, complementary corpus, is composed of source texts in the two languages and their translations in the other language. By the combination of these two corpora, this study is comparative as well as contrastive. Through application of the Geneva model of discourse analysis and the Rhetorical Structure Theory, a semantic and functional approach to correlative markers and their text-structural role is adopted. The study shows similarities as well as differences between the six markers, both within each language and between the languages. D’une part… d’autre part and dels… dels principally mark a conjunctive relation, whereas d’un côté… de l’autre and å ena sidan… å andra sidan more often are used in  a contrastive relation, even though they all can be used for both kinds of relations. Non seulement… mais and inte bara… utan mark a conjunctive relation, but can also indicate that the second argument is stronger than the first one. By the use of these two markers, the language users also present the first one as given and the second one as new information. In general, the French correlative markers appear to have a more argumentative function, whereas the text-structural function is demonstrated to be the most important in Swedish.