A Critical Diagnosis of Challenges in Translating French Specialized Texts: Perspectives from Iranian University Professors and Students

Document Type : research article

Authors

Department, Faculty of Humanities, Tarbiat Modares University (TMU), Tehran, Iran.

10.22059/jflr.2026.413041.1285

Abstract

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.


Keywords

Main Subjects

References

Ahmadi, M. R., & Djafari, H. (2021). Challenges of translating medical texts and the role of translation methods in solving it. Frencg Language and Translation Research, 4(2), 123-138. https://doi.org/10.22067/rltf.2022.76003.1043 [in Persian]
Al-Smadi, H. M. (2022). Challenges in translating scientific texts: Problems and reasons. Journal of Language Teaching and Research, 13(3), 550-560. https://doi.org/10.17507/jltr.1303.11
Balboni, P. E. (2000). Teaching Languages Today: Theories and Methods. UTET.
Bîzu, C. (2022). Learning to translate specialized texts. Studies in Contrastive Grammar, 37, 56-64. https://doi.org/10.5281/zenodo.6912008
Collombat, I. (2006). General knowledge: a basic translation problem solving tool. Translation Studies in the new Millennium, 4, 58-66.
Cui, F., Li, D., & Zhuang, Ch. (2025). Introduction: transforming translation education ehrough artificial intelligence. Interpreter and Translator Trainer, 19(4), 227-233. https://doi.org/10.1080/1750399X.2025.2561258
De Beaugrande, R., & Dressler, W. U. (1981). Introduction to text linguistics. Longman.
Delisle, J. (1980). Discourse Analysis as a Translation Method: Introduction to the French Translation of English Pragmatic Texts, Theory and Practice. University of Ottawa Press. DOI:10.3138/CMLR.38.4.722
Djalili, N. (2008). Translation of Media Texts and the Problems of Iranian Students. La Plume, 2(4), 5-28. https://doi.org/10.22129/plume.2006.48737 [in Persian]
Gouadec, D. (2009). Translator profession (2nd ed.). La maison du Dictionnaire.
Hadadi, M. Exploring the theory-practice gap in translation pedagogy : Students’ perspectives and experiences. Moroccan Jornal for Research in the Humanities and Social Sciences, 4(2), 183-197. DOI:10.34874/PRSM.mjrhss-vol4.iss2.61001
Kayimova, M. S. K., & Abdirasulov, B. A. ughli. (2025). Translation peculiarities of polysemantic words. American Journal of Language, Literacy and Learning in STEM Education, 3(2), 361-363.
Kim, R. (2006). Use of extralinguistic knowledge in translation. Meta, 51(2), 284-303. https://doi.org/10.7202/013257ar
Latorraca, R. (2024). Exploring genre-based EN<>IT specialised translation training and its effects on self-efficacy. The Interpreter and Translator Trainer, 18(1), 40–57. https://doi.org/10.1080/1750399X.2024.2307157
Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 20-34). Cambridge University Press. DOI:10.1017/CBO9781139524643.004
Lavault-Olléon, É. (2007). Specialized Translation: Practice, Theory, and Training. Bern : Peter Lang.
Laviosa, S. (2023). Using corpora in specialised translation education. In G. Palumbo, K. Peruzzo, & G. Pontrandolfo (Eds.), What’s special about specialised translation? Essays in honour of Federica Scarpa (pp. 83-110). Peter Lang. https://doi.org/10.3726/B20666
Lehmann, D. (1986). Understanding in translation and in foreign language teaching: Inferencing based on verbal and aspectual meaning. In J. House & S. Blum-Kulka (Eds.), Interlingual and Intercultural Communication (pp. 139-149). Gunter Narr Verlag.
Lerat, P. (1995). Special Languages. French University Press.
Mekheimer, M. (2025). Exploring the dynamics of English language e-learning: A case study of motivations, beliefs, and strategies among advanced English as a foreign language university students. The JALT CALL Journal, 21(2), Article 102319. https://doi.org/10.29140/jaltcall.v21n2.102319
Milivojević Petrović, S. (2025). Didactics of specialised translation – from memorisation to contextual learning. Philologia, 23 (23), 8. https://doi.org/10.18485/philologia.2025.23.23.8
Moulavinafchi, A. , Madahiian, M. and Hosseini, S. M. (2025). Generative ai and the transformation of literary translation: a qualitative inquiry into the perspectives of literature students. Journal of Foreign Language Research, 15(2), 171-193. 10.22059/jflr.2025.392118.1198 [in Persian]
Mshvenieradze, T. (2022). Overview of the problems in translating specialised texts. Interdisciplinary Studies in Human Sciences, 9, 96-105.
Papcov, I. (2008). Different approaches to teaching specialised translation. Francopolyphony: The Values of the Francophonie, 264-270.
Pecman, M. (2025). How term variation and neology shed light on scientific progress and current social issues: teaching term variation to future terminologists and translators with AI-augmented corpus linguistics methods. Hal.science.
Pitar, M. (2012). Subject matter and domain in specialized translation: a pedagogical perspective. Professional Communication and Translation Studies, 5(1-2), 87-96.
Portaleone, P. (1996). The Translation of Scientific Texts: Problems and Strategies. Bulzoni.
Postolea, S. (2016). Translating in a specialised context: Challenges and risks. Bulletin of the Polytechnic Institute of Iași, 62(66), 51–66.
Quinci, C. (2023). Using technology to investigate thematic competence in specialised translation: a follow-up. In G. Palumbo, K. Peruzzo, & G. Pontrandolfo (Eds.), What’s special about specialised translation? Essays in honour of Federica Scarpa (pp. 217-246). Peter Lang.
Reiss, K. (2002). Translation criticism, the potentials and limitations. Translated by Catherine Bocquet. Artois University Press.
Rybar, J. (1993). What should we teach in specialised translation? ASp, 1, 323-334. https://doi.org/10.4000/asp.4381
Sassani, F., Farjah, M., Navabzadeh shafiei, S., & Nafar, R. (2023). Relevance of translatability of cultural elements in literary translation based on newmark's theory. Journal of Foreign Language Research, 13 (4), 579-594. http//doi.org/10.22059/jflr.2023.362698.1055 [in Persian]
Scarpa, F. (2010). Specialised translation: a professional approach to teaching translation. (M. A. Fiola, Eds. & Trans.). University of Ottawa. DOI:10.12807/ti.105202.2013.r01
Tairova, M. A. (2024). Developing terminological competence in a specialized translation. International Conference Of Natural And Social-Humanitarian Sciences, 1 (9), 3–7. https://doi.org/10.5281/zenodo.14271678.
Journal of Foreign Language Research
Volume 16, Issue 2
July 2026
Pages 221-241

Files

Share

How to cite

Statistics