3 22use of bringka 8 667 23use of 24use of sale 2 167

  • No School
  • AA 1
  • 44

This preview shows page 37 - 40 out of 44 pages.

33.3% 22.Use of Bringka 8 66.7% 23.Use of Deha 10 83.3% 24.Use of Sale 2 16.7% 25.Use of Mobe 3 25% 26.Use of Arunsa/Aruma 9 75% 27.Use of Observa 3 25%
Image of page 37
28.Use of Bisya 9 75% 29.Use of Pone 9 75% 30.Use of Icha 3 25% 31.Use of Munta 8 66.7% 32.Use of Embarka 4 33.3% 33.Use of Uli 10 83.3% 34.Use of Olescha 2 16.7% 35.Use of Para 8 66.7% 36.Use of Levanta 4 33.3% 37.Use of Saka 7 58.3% 38.Use of Rebata 5 41.7% 39.Use of Bene 6 50% 40.Use of Atraka 6 50% In table 1.6.2, it shows that in language use of descriptive adjectives , the most used lexicons are the recorded with higher frequency such as the words “omenta” with 58.3%, “pega” with 757%, “limpya” with 58.3%, “trangka” with 75%. “trabesa” with 75%, “bungka” with 66.7%, “kome” with 66.7%, “entrq” with 83.3%, “servi/ayuda” with 50%, “agara” with 58.3%, “bringka” with 66.7%, “deha” with 83.3%, “arunsa/aruma” with 75%, “bisya” with 75%, “pone” with 75%, “munta” with 66.7%, “uli” with 83.3%, “para” with 66.7%, “saka” with 58.3% and “bene/atraka” with 50%. IV. CONCLUSIONS AND RECOMMENDATIONS On the basis of the aforementioned findings, the following could be logically concluded:
Image of page 38
a. The high frequency of using Chavacano lexicons indicates that Chavacano Speakers are having informal way of using personal pronouns. Moreover, it is in relation to the conclusion of Edding (2003) that there is an infusion of lexicon from other Philippine languages such as the words “kita” and “sila”. b. The high frequency of using Chavacano lexicons indicates that Chavacano Speakers are having Chabacano structure because of the use of “di” and “de”. Moreover, it is in relation to the conclusion of Olaer (2005) and Cabangon's (2006) theory on the rustic and urban Zamboanga Chabacano uncovered the importation of words from Bisaya, Tagalog and English such as the word “kanila” c. The high frequency of Chavacano lexicon on language use of adverbs of place which expresses denial or dissent, which are “jendeh” with 66.7%, and “si” with 75% which clearly states that Chabacano lexicon are from the Spansih words which are maintained by native and non native Chabacano speakers in Zamboanga City. This is in relation of Camins (1999) which refer to that Chabacano all began from our need to speak with Spanish Colonizers. He further examined that Chabacano in Zamboanga are lexically and phonologically closer to the Spanish language. d. The preference for the most used abovementioned Chabacano lexicons shows that Chabacano and non Chabacano speaker are formal in using forms of address and are not used to using the informal lexicons (Edding 2003). e. It is in contrast to the study of Edding (2003) that the recorded Chabacano lexicons shows that it is informal way of addressing the parts of the body that Chabacao speakers from East Coast preferred to use. f. Given the lexical similarities across the Chabacano varieties one would expect similar numbers in Spanish, Chabacano ordinal numbers seems to be the most hispanized variety of the surviving Chabacano varieties (Frake 1967).
Image of page 39
Image of page 40

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