Frake 1971 223 224 is unequivocal in his

  • No School
  • AA 1
  • 44

This preview shows page 2 - 5 out of 44 pages.

Frake (1971: 223-224) is unequivocal in his classification of Chabacano, including Zamboangueño (the main focus of his article): Philippine Creole Spanish is not simply a Philippine language with unusually heavy Spanish lexical influence, nor is it Spanish with a large number of Philippine loan words. It is a distinct language, easily distinguishable from both its Romance and its Austronesian progenitors. Also instructive of the existence of Chabacano dialects in Zamboanga and elsewhere, and of the awareness of such varieties by outsiders, are observers' lists of languages spoken in each area of the Philippines. Rural ZM is archaic, contains many Spanish items that have disappeared from urban varieties, uses almost no English (except for terms entering through official terminology) and does not freely borrow from central Philippine languages. This is the language of the folktales transcribed by Whinnom (1956), Forman (1972), Cuartocruz (1992), and Pérez-Semorlan (1984); this speech can still be heard among older residents even in the city. It is the urban variety, however, that boasts the largest number of speakers, that is used in radio and television, and in the large Zamboangueño diaspora; as a consequence, the following grammatical outline will include urban ZM constructions as much as possible. Many older rural Zamboanga residents are still somewhat fluent in Spanish, and do not clearly distinguish in their minds—or in their speech—between their “Spanish” and Zamboangueño Chabacano. Urban ZM borrows freely from English, occasionally from Tagalog, and often from Visayan. Curious hybrid combinations containing non-creole Spanish elements are frequent (Lipski 1986a), including apparently conjugated verbs, gender and number agreement in noun phrases, and lexical items not found in normal ZM. The source of such items appears to be local radio and television, since Spanish is not widely spoken in Zamboanga and Chabacano speakers with no formal training in Spanish are unable to understand this language. Thus, this study was conducted in order to ascertain the Zamboanga Chabacano as it is spoken today thereby determining a Chabacani language as it is being maintained at present in so far as its lexis and syntax are concerned. This is a
Image of page 2
Quantitative-Research study sought to determine the Zamboanga Chabacano being maintained at the present time through its sentence structure and the most preferred terms being observedor used by both native and non-native Chabacano speakers in terms of its variations in Chabacano lexis. The findings of the study would help to determine the Zamboanga Chabacano being maintained at the present time amidst the interactions and interrelationships between and among native and non-native speakers. It may inspire Zamboanguenos to take steps to maintain and preserve the language , a unique heritage they could be proud of . The insights on the Chabacano lexicon and its forms will help the Chabacano speakers correct their errors in using the language. At the same time, the young ones with the adults will appreciate the usage of lexicon and forms in Chabacano.
Image of page 3
II. THEOTRICAL AND CONCEPTUAL FRAMEWORK
Image of page 4
Image of page 5

You've reached the end of your free preview.

Want to read all 44 pages?

  • Fall '19
  • Zamboanga City, Chavacano language, Languages of the Philippines

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes
A+ icon
Ask Expert Tutors