Appropriate Pedagogical Strategies for facing Challenges of Translating Specialized Texts in French courses at Iranian universities

Specialized translation in Iranian universities is currently one of the most complex aspects of French language training. Between terminological requirements, discursive constraints, and a lack of systematic access to specialized resources, students encounter difficulties that extend beyond the scope of general translation. This article aims to examine pedagogical strategies that can optimize effective learning of specialized translation from French in Iranian universities.

Our central problem revolves around the following question: What are the usual solutions for overcoming the linguistic and meta-linguistic challenges in the translation of specialized texts? We postulated that introducing students to terminology banks and specialized databases, implementing parallel corpuscular studies, and using innovative pedagogical learning tools in academic settings could solve some of the students' problems.

The theoretical framework is based on the PACTE group's model of translation competence (2003), and on Kiraly's socio-constructivist approach (2000). Thus, the research adopts a mixed methodology, with descriptive and analytical aims, based on direct observation of classes and the administration of questionnaires.

The results indicate that improving specialist translation relies on a multidimensional approach integrating technological tools, the development of analytical and cognitive skills, prior analysis of texts, consideration of cultural dimensions, translational reasoning, as well as interactive devices, collaborative translation and the use of authentic texts, involving a close link between theory and practice aligned with professional requirements.