Abstract:
The paper gives an overview of translation problems as described in unstructured diaries by 16 3rd year students of English Language and Literature in order to show how this form of exercise in argumentation influences the development of students’ understanding of translation problem, strategy and procedure. Qualitative analysis of entries in students’ diaries shows that although they could correctly name the translation procedure they were applying, few could explain what constituted a translation problem and what the reasons were for applying one procedure and not another. This study confirms that diaries help students translate in a more reflective way and are a useful tool in aiding independent learning. Additionally, it is also shown that diaries can be more effective in the first year of translator training if they contain questions which pinpoint certain problems in the text and limit the range of problems students need to describe.
