Chapter Four

Data Analysis and Interpretation

Introduction
The chapter deals with presentation as well as the interpretation of the data collected. For a
more organized analysis, results of each instrument are presented in on section. This section is
devoted to analyze the result of the questionnaire. Table showing the demographic data of
respondents is presented prior to analyze.

Demographic data of the samples

Table 1 below show a demographic representation of samples including the students who
responded to the questionnaires.

Table 1. Demographic data of the sample

Questionnaire Sample
Gender Quantity Percentage
Male 19 38%
Female 31 62%
Total 50 100%

As we see the table 1, the female’s number is a quite higher than the males by 24%. This
means the female gender is more interested in participating to the questionnaire.
Section A – Analysis and interpretation of the questionnaire results
The questionnaire that the students responded to include two close-ended

Below is a detailed presentation, analysis and interpretation of questions.

Q 1- Do you face difficulties when YES NO SOMETIMES

translating homophones and
polysemous? 40% 20% 40%

As can be seen from the chart above, (20) students (40%) think that they face difficulties when
translating homophones and polysemous, while (10) students (20%) think that there is no
difficulties when translating homophones and polysemous, and (20) students (40%)
sometimes face difficulties when translating homophones and polysemous.

SOMETIMES YES
40% 40%

NO
20%
 Q 2- when you enrolled in Yes No Few
translating major have you got
broad background in 50% 20% 30%
homophones and polysemous?

As can be seen from the chart above (25) students (50%) say that they have background in
homophones and polysemous, while (10) students (20%) say that they have no background in
homophones and polysemous, and (15) students (30%) say that they have a few background
in homophones and polysemous.

Chart Title
60%

50%

40%

30%

20%

10%

0%
Yes No Few
Q 3- During translation, Always Sometimes Barely Never
how often do you
encounter difficulties in 10% 10% 50% 30%
translating
homophones and
polysemous?

As can be seen from the chart above, (5) students (10%) encounter difficulties in translating
homophones and polysemous, while (5) students (10%) sometimes encounter difficulties in
translating homophones and polysemous, also the chart shows that (25) students (50%) barely
encounter difficulties in translating homophones and polysemous ,and (15) students (30%)
never encounter difficulties in translating homophones and polysemous.
 10%
30% 10%

50%

4_When you encounter Use a dictionary Use translation From the text
difficulties in programs
translation, how do you 40% 20% 40%
manage to translate
homophones and
polysemous?

As it can be seen from the chart, (20) students (40%) use dictionary to translate homophones
and polysemous, while (10) students (20%) use translation programs to translate homophones
and polysemous , and (20) students (40%) understand homophones and polysemous from the
text.
 40% 40%

20%

Q 5 -To what extent do you Always Sometimes Barely Never

use the dictionary to help you 66% 22% 12% 0%
translate homophones and
polysemous?

As it can be seen from the chart above , (33) students (66%) always use the dictionary, while
(11) students (22%)sometimes use the dictionary , also the chart shows that (6) students
(12%)barely use the dictionary to help them in translate homophones and polysemous.
 Chart Title
70%

60%

50%

40%

30%

20%

10%

0%
Always Sometimes Barely Never

Q 6-When you Always SOMETIMES BARELY NEVER

encounter difficulties in 32% 30% 22% 16%
translating homophones
and polysemous?

As it can be seen from the chart above, (16) students (32%) always encounter difficulties,
while (15) students (30%) sometimes encounter difficulties, also the chart shows that (11)
students (22%) barely encounter difficulties , and (8) students (16%) never encounter
difficulties in translating homophones and polysemous.
 16%
32%

22%

30%

Q 7- Do you rely heavily on Always sometimes Barely Never

self-translating programs
62% 32% 6% 0%
to avoid the difficulties of
translating homophones
and polysemous?

As it can be seen from the chart above , (31) students (62%) rely heavily on self-translating
programs ,while (16) students (32%) sometimes rely heavily on self-translating programs, also
the chart shows that (3) students (6%) barely rely heavily on self-translating programs to avoid
the difficulties of translating homophones and polysemous.
 Chart Title
70%

60%

50%

40%

30%

20%

10%

0%
always sometimes Barely Never

Q 8- When you find it difficult YES NO SOMETIMES

to translate homophones and
polysemous, does this affect 8% 80% 12%
your motivation to
accomplish the translation
assignment?

As it can be seen from the chart above, (4) students (8%) say it affects their motivation, while
(40) students (80%) it does not affect their motivation, and (6) students (12%) it sometimes
affect their motivation to accomplish the translation assignment.
 Chart Title
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
YES NO SOMETIMES

Q 9- When you fined the YES NO SOMETIMES

meaning of the word, do
you try to memorize the 88% 4% 8%
meaning of the word so that
you do not face difficulties in
the next times?

As it can be seen from the chart above, (44) students (88%) memorize the meaning, while (2)
students (4%) do not memorize the meaning, also the chart shows that, (4) students (8%)
sometimes try to memorize the meaning of the words.
 8%
4%

88%

Q 10 – To what extent do GREATLY AVERAGELY LOWLY NEVER

the methods used in the
university help you to 2% 10% 40% 48%
reduce the difficulty of
translation homophones
and polysemous?

As it can be seen from the chart above, (1) student (2%) the methods help him greatly, while
(5) students (10%) the methods help them averagely, also the chart shows that (20) students
(40%) the methods help them lowly, and (24) students (48%) the methods never help them to
reduce the difficulty of translation homophones and polysemous.
 GREATLY
2% AVERAGELY
10%

NEVER
48%

LOWLY
40%

Q 11- When you encounter YES NO SOMETIMES

these difficulties, do try to
share them with your 6% 40% 54%
professor and colleagues
to find some ways to avoid
them?

As can be seen from the chart above, (3) students (6%) share the difficulties they face with
their professor , while (20) students (40%) do not share the difficulties they face with their
professor, and the majority (27) students (54%) sometimes share the difficulties they face with
their professor to find some ways to avoid them.
 Chart Title
60%

50%

40%

30%

20%

10%

0%
YES NO SOMETIMES

Q 12 – During your study in YES NO SOMETIMES

this major, have you acquired
methods and skills that help 54% 32% 14%
you overcome the difficulties
of translating homophones
and polysemous?

As can be seen from the chart above, (27) students (54%) acquired methods and skills that
help them with the difficulties , while (16) students (32%) do not acquired methods and skills
that help them with difficulties, and (7) students (14%) sometimes acquired methods and skills
that help them with difficulties of translation homophones and polysemous.
 14%

54%

32%

Q 13 – Are you given YES NO SOMETIMES

assignments and tasks related
to the translation of 4% 86% 10%
homophones and polysemous
in order to help you overcome
the difficulties you encounter?

As can be seen from the chart above, (2) students (4%) says that they are given assignments
and tasks related to the translation of homophones and polysemous , while (43) students
(86%) says they are not given assignments and tasks related to the translation of homophones
and polysemous, and (5) students (10%) says they sometimes get assignments and tasks
related to the translation of homophones and polysemous in order to help them overcome
the difficulties.
 10% 4%

86%

Q 14 – After you finish the YES NO SOMETIMES

translation task, do you try to
take some notes that will make 2% 80% 18%
it easier for you to translate
homophones and polysemous in
the future?
As can be seen from the chart above, (1) student (2%) only take notes after they finish the
translation, while (40) students (80%) do not take notes after they finish the translation, and
(9) students (18%) sometimes take notes after they finish the translation task that will make it
easier for them to translate homophones and polysemous in the future.

Chart Title
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
YES NO SOMETIMES

15) From your point of view, how can students deal with the difficulties of translating
homophones and polysemous and ways to facilitate translation for them?

In this question the views differ from one student to another

Here some students’ views :

1_Familiarize yours with the context : understanding the context of a word or phrase can help
students determine which meaning is appropriate. It is important to have a good
understanding of the text in order to make accurate translations.
2_Use online resources: online dictionaries and translation tools can be helpful in translating
homophones and polysemous. Students should confirm their understanding of a word by
consulting a reliable online resource.

3_Practice vocabulary: students should practice vocabulary to differentiate homophones and

polysemous. They can use flashcards, word game, and quizzes to visualize different meaning
and contexts.