LA COMPETENCE INTERCULTURELLE DANS LA TRADUCTION : ENJEUX POUR LES APPRENANTS DU FLE AU NIGERIA
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Abstract
In Nigeria’s multilingual and multicultural context, the teaching of French as a Foreign Language (FFL) cannot be limited to the mastery of linguistic structures; it also requires the development of intercultural competence, which is essential to translation practice. This article examines the challenges associated with this competence among Nigerian learners of FFL. It highlights several major difficulties, including differences in sociocultural references, the risk of misinterpretation arising from cultural implicit meanings, and the tendency to transfer English or local language structures and discourse patterns into French. Drawing on classroom-based examples and teachers’ testimonies, the study demonstrates that intercultural translation demands a nuanced understanding of contextual meanings, awareness of culturally embedded values and representations, and the ability to negotiate meaning without distorting the intent of the source message. Interculturality thus emerges as a dynamic process developed through comparison, critical analysis, and experiential interaction rather than through the mechanical application of rules. The article proposes practical pedagogical strategies for integrating intercultural competence into FFL courses in Nigeria, including the use of authentic materials, structured mediation activities, and guided intercultural exchanges. Training interculturally competent translators ultimately means fostering informed mediation between languages and cultures—an essential objective in a country characterized by profound linguistic and identity diversity.
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