This paper investigates translation prerequisites of third-year students from the Department of Anglophone Studies at Université Joseph KI-Zerbo. It assesses the basics required for students to be proficient in translation. In fact,
despite receiving language classes from the first to the third year, most of the students still seem to lack some prerequisites which they are supposed to have acquired at their previous levels of studies. As objectives, this paper
points out third-year students‟ current challenges in translation and identifies some skills or prerequisites required for third-year students to produce quality translations. It relies on product-oriented and comparative stylistic
approaches as a theoretical framework. A mixed-method approach is used to collect and analyse data. The results show that third-year students still lack some prerequisites in grammar, syntax, and terminology, leading them to
make interference errors with both source and target language rules. They also underscore limited command of both languages and translation techniques. So, to improve their proficiency level in translation, third-year students need to emancipate from translation problems like linguistic or interlingual translation problems, and intercultural or transfer problems as described by Nord (1997) and Hurtado (2017).

Prerequisites ; interference ; proficiency ; quality ; translation