4.1 Report of Instruments
After did a research about Literature Review and the Methodology (See Chapter 2 and 3 for a review) and then, applied of instrument; the researcher has gathered the necessary information. The results were analyzed and compared with the previous of this research. For getting information about the thesis called “the accuracy of the translation of idioms is achieved by using electronic translation tools
” were necessary two instruments for the research. These instruments were applied to 10 students of 6 th semester from translation area. The instruments were a questionnaire and a translation checklist. These instruments were chosen, because they are the best option for gathering information for this research. The instruments were applied by e-mail. The reason was that researcher did have time to apply in person the instruments, so he decided to apply the instruments by email.
The first instrument aims to have idea if the students are aware about electronic translation tools and their uses. Whether, they already know what an electronic translation tool is and the impact that they can obtain by using this tool. It should be noted that each question have only three possible answer in order to obtain a concise results. The students have to underline the answer in accordance with their personal criteria. This instrument was chosen, because it is the best option for gathering information for this research. The instrument was applied by e-mail. The reason was that researcher did have time to apply in person the instruments, so he decided to apply the instruments by e-mail. The students’ answers were read and

evaluated and analyzed. It proceeded to have an idea of possible results that would throw the second instrument in these students.
Researcher wanted to show up that student could be sure that his/her translation would have an adequate and an accuracy translation by using electronic translation tools for translating idioms. To develop this research work, two measuring instrument are needed. The first instrument was applied to 10 students of 6 th semester from translation area. The instrument was a questionnaire which consists in a series of 10 questions that students need to answer.
In the first instrument was a questionnaire with 10 questions. This instrument is for determining if using an electronic tool, students could get an accuracy translation in idioms into English to Spanish. In the first question was about if students use tools for doing their translations. The 100% of students use tools in their translations.
Have you ever used any tool for doing a translation?
Yes
No
Not Sure
Graphic 4.1
All students have ever used a tool for doing a translation.
In questions 2 and 3, they were about if students have ever consulted an electronic tool and if they use it to translate idioms. The results in question number 2 were that 8 students have checked an electronic tool, and only 2 students have

consulted it. For instance, the researcher got the same results in question 3. The same counts of students (8) have ever checked an electronic tool for translating an idiom.
Have you ever consulted electronic tools for do a translation?
Yes
No
Not sure
Have you ever consulted electronic tools for do translation of idioms?
Yes
No
Not sure
Graphic 4.2
Electronic tools are used by students nowadays.
Graphic 4.3
Most of students consult an electronic tool for the translation of idioms.
The question 4 was about if necessary using electronic tools to translate idioms. 6 students think yes, 3 students think no, and only 1 student is not sure. For the questions number 5 is about what think the students in the translation of idioms.
Well, 5 students think translate idioms is hard, 3 students think is boring, 2 students think is easy.
Do you think is necessary use electronic tools for translating idioms?
What do you think about translate idioms?
Yes
No
Not sure
Hard
Boring
Easy
Graphic 4.4
Most of students think that an electronic tool is necessary for translating idioms.
Graphic 4.5
Students think that translate idioms is hard, but sometimes it is boring.

After that, in the question number 6 if how many electronic tool students know. 8 students know 1-3 electronic tools, 2 students know 4-6 electronic tools. In question number 7 students chose the option when they use an electronic tool to translate an idiom, their translation is weird (5 students thought that). Only one student thought that his/her translation is accuracy, and others 4 students prefer use other source to translate idioms.
How many online dictionaries do you know?
1-3 tools
4-6 tools
7-more
Graphic 4.6
Students know between 1 to 6 online dictionaries.
When you use an electronic tool for translating an idiom, how do you consider the translation?
Weird
Accuracy
Other source
Graphic 4.7
Students think their translations of idioms are weird. But, others use another source to translate idioms.
Then, in the question 8 most of students thought that using electronic tool is not good to achieve a translation, but 3 students thought that using electronic tool they can achieve their translation. The next question, number 9, is about what is their prefer source to translate idioms. 4 students prefer dictionaries/books, 3 students prefer electronic tools, and 3 prefer their knowledge.
Do you consider that you achieve an accuracy translation of an idiom using an electronic tool?
Yes
No
Not sure
Graphic 4.8
Students think for achieving an accuracy translation of an idiom is necessary an electronic tool.
What do you prefer use for translate idioms?
Dictionary/book
Electronic tool
Own knowledge
Graphic 4.9
Students have different for translating idioms, and they use different tools.

Finally, the last question was an open question. In this question the students express their opinion about what think about translate idioms with electronic tools.
They thought that is a good idea, when they need to solve the interpretation of idioms. All of this information helped to understand that electronic tools are useful for the translation of idioms.
After the first instrument, the researcher decided to apply a translation checklist.
This translation checklist was divided in two sections. The first one was a translation of idioms into English to Spanish. The second one was a translation of idioms Spanish to English. In the table 4.1, there are not problems in the translation of idioms into English to Spanish.
The second instrument is a list of ten idioms that students should translate them.
This instrument is dived by two stages and each stage has two sections. The first stage consists that students must translate a list of ten idioms are dived in two section. The first five idioms must be translated from English to Spanish and the following five from Spanish to English. So, in the first stage students only could translate those idioms with imprinted dictionary and their own knowledge.

Accuracy
Coherence
Correct meaning
Sense
Adequate use of grammar
Close translation
Naturalness
1 .45
X
X
X
X
.5
X
X
X
.25
Table 4.1 In the translation of idioms into English to Spanish, students got accuracy, correct meaning, sense and a close translation of the idioms.
The second stage has the same dynamic. But, in this case students are able to use electronic translation tools. With a checklist of those idioms previously translated, it continued with the comparison and evaluation of whole translations. The grammatical problems that the students face when they translate are common. There are several problems in the grammar when they write or translate a text into another. Students felt comfortable with the extract of the text, and they did not make a good translation of idioms according to the whole text. Many of them got confused with idioms due that they are not familiarized with those cultural expression.
Accuracy
Coherence
1 .45
X
.5
X
.25
Correct meaning
Sense
Adequate use of grammar
Close translation
Naturalness
X
X
X
X
X
Table 4.2 Students have problems in accuracy, sense, naturalness and close translation for translating idioms into Spanish to English.

Some students had some mistakes than others. The grammatical problems that the students face when they translate are common. There are several problems in the grammar when they write or translate a text into another. Students felt comfortable with the extract of the text, and they made an accurate translation of phrasal verbs according to the whole text.
4.2 Discussion of results
The application of instruments were based in a series of studies to define which were the best measuring instruments in order to develop this research. Researcher proposed the use of translation tools would improve translation idioms; thereby translation of idioms will achieve the accuracy in the target language. The topic of this work and the main goal is providing that electronic translation tools facilitate and provides better translations to translator students. Students of translation will be able to deliver an accuracy translation for any task that had been asked.
Students cannot do an acceptable translation by their own means or with an imprinted dictionary because it is necessary to remind that idioms involve more than only word and they apply cultural aspects that a dictionary cannot supply. So, it is essential that students if do not count with an experience on living abroad and unknown the cultural words appeal to electronic translation tools.
Finally, according to results is clearly visible that students presented more difficulties at the moment of translated cultural expressions in this case idioms that

what is the topic that is treating in this research homework and which is what concerns us. Students felt more comfortable by using electronic translations tools as their own experience and results even when they do not obtain a perfect translation for their idioms the result was much better than the translation made by imprinted and own knowledge.