نوع مقاله : علمی پژوهشی(عادی)
نویسندگان
گروه زبان فرانسه، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: In today’s increasingly interconnected academic and professional landscape, the ability to translate specialized texts with accuracy has become an essential skill for aspiring translators. This importance stems from the fact that french, as one of the major international languages, is widely used in numerous scientific and professional disciplines. However, students frequently encounter substantial obstacles when dealing with technical discourse. This study aims to investigate the nature of these difficulties in order to improve the effectiveness of teaching and learning practices in specialized translation classrooms at Iranian universities. The guiding research question is: What kinds of challenges do students face while translating specialized texts in French courses?
Drawing on the works of Rybar (1993), Federica Scarpa (2010) and Mshvenieradze (2022), the research emphasizes the importance of terminological mastery, contextual interpretation, and progressive specialization in translator education.
Methodology: This descriptive-analytical study employs a mixed-methods design. Data were collected through direct classroom observations of specialized translation courses, as well as the administration of two separate questionnaires, one for students and one for instructors. The integration of qualitative and quantitative data allowed for a comprehensive analysis of both observed teaching practices and the perceptions of learners and teachers.
Findings: The research findings indicate that 43% of students' challenges occur at the linguistic level, while 57% are attributed to extra-linguistic components.
Within the linguistic sphere, the highest frequency of learning obstacles pertains to lexical and terminological structures, accounting for 75%, followed by discursive-syntactic issues at 25%. Furthermore, the primary extra-linguistic challenges arise from a lack of correct understanding of ideological components and implicit elements, with a distribution of 57%, and socio-cultural references, with a frequency of 43%.
Conclusions: The results of the study indicate that specialized translation is not merely limited to the transfer of linguistic units, but rather requires the reconstruction of a conceptual and discursive framework; a process whose realization would not be possible without analytical and intercultural training.
کلیدواژهها [English]
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