Alejandra Noemí Pérez Pacheco
Informe de Investigación
“The context provides accuracy to the translation of Polysemic words of
Informative Text”.
4 Instrument analyzed
The instruments applied in this thesis were two instruments, 1) The first instrument
is divided in two sections; the first one is a text in which students have to translate
using dictionary. The second section is a little questionnaire according to the text.
2) The second instrument is another text with some words omitted, students have
to put the words in the correct place and then translate the text and 3) the third
instrument consists of two checklists, one per each translation above mentioned.
4.1 My first instrument: Translation
The objective of this translation is to verify if students take a lot time translating the
text using dictionary and if they verify in the dictionary the meaning of the
polysemic words that fix with the context, and the second part is a little
questionnaire to check if they understood the text, the reasons in which they
translate the words as they did it and if they knew what is a polysemic word. The
results obtained arebellowed.
The graph 4.1.1 indicates that
majority of students do not translate
immediately, because they read all
the text first and then they translated
according to the text.
Graph 4.1.1 first checklists
Alejandra Noemí Pérez Pacheco
Informe de Investigación
The graph 4.1.2 indicates, although
students took their time for translating
the text; however, they did not
understand what the text is taking
about.
Graph 4.1.2 first questions.
The graph 4.1.3 indicates most of the
students did not know the meaning of
all words before translating.
Graph 4.1.3 Second questions
In the table 4.1.4 shows the words they did not know, the translation and the
reasons of the translations.
WORD
First students: masking,
dodging and held back.
Second
students:
Masking, burning in and
dodging.
Third students: Masking,
dodging, and burning in.
Translation
Ocultareludir, contener
Why
Because the equivalents.
No translation, quemar, The unique translation
no translation
students found.
Enmascaramiento,
sobreexposicion, quemar
Fourth students: Masking, Ocultar,
According to the context
and the correct translation
in Spanish.
cartulina, It is the words that fix with
Alejandra Noemí Pérez Pacheco
cardboard, held back.
Informe de Investigación
contenidas
Fifth students: Masking, Enmascarar,
dodging, cardboard.
sobreexposición,
papelfotográfico.
Sixth students: Maskin, Enmascarar, esquivar.
dodging.
Seventh students: word
introduced but using the
other instruments.
Eight
students:
any
words.
Table 4.1.4 third questions
the context, the word the
dictionary gave students,
it is in plural.
All
the
words
are
translated according to
the context.
No reasons.
Definition of Polysemic
Words
similar words
very differents
with related
senses
one word with
different
meanings
The graph 4.1.5 indicates that most of
the students know what a polysemic
word is.
Graph 4.1.5 fourth questions.
In the table 4.1.6 shows that half of students identify some polysemic words and
the others did not, also two students did another text
Masking
Dodging
Nothing
2
2
1
Table 4.1.6 fifth questions
Burning
in
1
Cardboard
1
Held
back
Wrong
instruments
Alejandra Noemí Pérez Pacheco
Informe de Investigación
4.2 My second instrument, Translation with omitted words.
The objective of the second translation was choosing the correct word to put in the
corresponding place according to the text and then translate it without using
dictionary and verify the time students had for translating, with helping of the
checklist. The results obtained are bellowed.
In the table 4.2.1 shows the correct answers and the students who translated
appropriate. Besides this table shows another words they wrote.
Converse
Produce
7
of
8 All students
students
Good
Good 3/8
Produce
2/8
Course 2/8
Converse
1/8
Table 4.2.1 second instruments.
Converse
Good
7
of
8 8
of
students
students
Course
8 Course 5/8
Converse
1/8
Good 1/8
Produce
1/8
The graph 4.2.2 indicates most of the
students did not translate immediately
and they obligatory had to read the
whole text to find the correct words.
Graph 4.2.2 second checklist
Alejandra Noemí Pérez Pacheco
Informe de Investigación
The graph 4.2.3 indicates that most of
the students took more time in
translate the text, but they did a better
translation than the first instruments.
Graph 4.2.3 second checklists.
The instruments were applied to 8 students of 8th semestre of Facultad de
CienciasEducativas, degree in lenguaInglesa, translation area provided with two
instruments and each instruments with its respective checklist.
*****