Ambiguity of Polysemous English Words in Translation
The Case of Translation I and II Students in Misurata University
Husam M. BinSasi, supervised by Dr. Majdi Zarmouh
h.binsasi@art.misuratau.edu.ly
Introduction
In this study, we explore the complexities and challenges
of translating ambiguous polysemous words, which are
words with multiple related meanings, between English
and Arabic. As an intrinsic aspect of language, polysemy
can create complications in translation, particularly when
the polysemous nature of a word in one language isn't
mirrored in the other. Focusing on students enrolled in
Translation I and II courses at Misurata University, we
examine their competencies in translating these words in
context and analyze the strategies they employ to resolve
translation ambiguities. This study aims to shed light on
the issue, contribute to an improved understanding of
translation difficulties, and help inform more effective
teaching methods in translation courses.
Methods
This study utilizes a mixed-method approach to evaluate
the translation proficiency of students dealing with
polysemous words:
• A descriptive method was utilized to assess the
performance of students enrolled in Translation I and II
at Misurata University in 2013-2014 academic year.
• The sample size selected was 120 students (83.33% of
the total population)
• The study instrument comprised a test and a
questionnaire, designed to examine translation
competence and students' understanding of translation
challenges.
• The test used 10 English polysemous words in two
different sentence contexts each, while the
questionnaire featured 12 questions, targeting various
aspects of translation strategy.
• Data collection involved secure permissions, face and
content validation, and the use of frequency
distribution for data analysis.
Snapshot of the Test and the Questionnaire
Part of Academic Writing Course Activities, Spring 2023.
Course Tutor: Dr. Mustafa F. Elshawish
Data Analysis
In this study, data analysis was crucial in extracting
meaningful insights from the collected responses:
• Overall performance of students shows that 56.1% of
the students managed to get the correct translation,
32.8% rendered inaccurate translations, while 11.1%
provided no translation.
• The performance of each course students is similar.
However, we can see that Translation II students
managed to get higher accurate translation by 10.1%.
Chart A – Overall Performance of
Students
Accurate Inaccurate No Translation
Performance of Trans-
Performance of Trans-
lation I Students lation II Students
Accurate Innacurate
Accurate Innacurate
No Translation No Translation
The responses of the questionnaire show that
students reported issues in translation, including:
• Lexical ambiguity and Grammatical complexity
General overdependency on literal translation
Perceptions of students on Translation Matters
A significant portion of the student body has
indicated a fondness for their translation course,
suggesting an overall positive learning experience.
These students show a strong preference for
translating words in isolation, reinforcing the
traditional approach to translation practice.
Moreover, an overwhelming majority acknowledge
the critical role context plays in accurately deriving
meaning in translations, highlighting their
awareness of the nuances of the translation
process. Nevertheless, an area of concern is the
limited familiarity with the concept of polysemy
among students.
Conclusion
The crux of successful translation lies in a thorough textual
analysis, a skill honed through specialized translation
courses. This study assessed the competencies of
Translation I and II students in interpreting provided
sentences, finding similar levels of proficiency. An
emphasis was found on understanding source text words
through comprehensive analysis to determine correct
equivalence. Notably, Translation I students largely relied
on isolated words for meaning, while Translation II
students prioritized context. The complexity of translating
polysemous words was underscored, particularly when
related senses induce ambiguity. This highlighted the role
of linguistic context, providing students with cues from
surrounding words to accurately decipher intended
meaning.
Recommendations
In light of the conclusions drawn from this study, the following
suggestions are proposed:
A subsequent study should explore potential factors that
could obstruct the translation process, particularly with
regards to lexical ambiguities.
Educators may find it beneficial to revisit their course
materials in light of these findings, placing a stronger
emphasis on aspects such as polysemy and other ambiguities
that can challenge the translation process.
Given that a significant proportion of students encounter a
range of difficulties yet remain interested in the Translation
course, the department could leverage the findings of this
research to devise practical strategies to mitigate translation
complexities and enhance student engagement.
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Department of English,
Faculty of Arts, Misurata
University