本文以法國專業翻譯人員培訓的現狀為主題。首先，本文介紹法國翻譯教學的歷史背景。自文藝復興以來，法國，如其他歐洲國家一樣，開始拋棄拉丁文並推廣自己語言的使用，這一過程與翻譯活動和翻譯教學的發展密切相關。隨後，本文介紹法國各教學機構目前提供的各類翻譯培訓課程。目前，法國總共有53個翻譯碩士課程，但僅有兩個翻譯學博士課程。再者，本文介紹歐盟機構建立的歐洲翻譯碩士聯盟（EMT）的認證；其目標是提高翻譯培訓的質量和幫助年輕翻譯人員加入勞動市場。在上述的53個翻譯碩士課程當中，僅有11個得到了該認證。然後，本文介紹法國大學採用的翻譯教學觀。本文特別探討巴黎釋意學派口筆譯理論，因為它是法國大學最常使用的翻譯理論。該理論為翻譯學生和專業譯者提供一個既簡單又有效的理論基礎。法國的翻譯教學觀特別注重翻譯實踐，反而比較不注重翻譯理論；這就是爲什麽一般的翻譯碩士課程只有一門翻譯理論課（在第一個學期）。最後，本文探討法國翻譯教學仍然需要面對的挑戰。第一，翻譯教學機構缺乏高質量的翻譯教師。主要原因在於上述的反理論教學觀。第二，各個翻譯碩士課程之間的差異太大，品質不一，導致一些碩士課程仍然不符合EMT認證的高標準。

This paper looks at the current situation of translator and interpreter training in France. Firstly, the paper presents the historical background of translation teaching in France. Since the Renaissance, France, like every other European country, started to put aside Latin and promote the use of its own national language, this process came hand in hand with the development of both translation into the vernacular language and translation teaching. Secondly, the paper makes an overview of the various degrees in translation and/or interpretation currently offered by various French teaching institutions. Currently, there are 53 Master’s programs in translation and/or interpretation, but only two Ph.D. programs in translation studies. Thirdly, the paper presents the European Master's in Translation (EMT) label which was created by the European Union institution in order to improve the quality of translator training and enhance the labor market integration of young translators. Among the 53 Master’s programs mentioned above, only 11 have received the label. Fourthly, the paper presents the general translation teaching approach used in French universities. It explores, in particular, the Interpretative Theory of Translation as it is the translation theory that is mostly used by French universities. This theory provides a simple yet efficient theoretical foundation for both students and practitioners of translation. The general teaching approach focuses more on actual translation practice than on translation theory as there is usually only one course (in the first semester) dedicated to translation studies in the typical Master curriculum. Finally, the fifth and final part of the paper examines what kind of challenges French translation teaching still has to face. One of them is the lack of highly qualified translation teachers. This is partly due to general anti-theoretical attitude that has been described above. The other challenge is the large discrepancies between the various Master’s programs and the fact that too many of them still do not hold to the higher standards of the EMT label.