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A.Cebuano-Visayan: Required General Education Academic Component (6 units) for B.A. and B.S. Programs (CMO # 44, S. 1997) B.Pedagogic Grammar: Structural.

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Presentation on theme: "A.Cebuano-Visayan: Required General Education Academic Component (6 units) for B.A. and B.S. Programs (CMO # 44, S. 1997) B.Pedagogic Grammar: Structural."— Presentation transcript:

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2 A.Cebuano-Visayan: Required General Education Academic Component (6 units) for B.A. and B.S. Programs (CMO # 44, S. 1997) B.Pedagogic Grammar: Structural Description of a Language for Teaching-Learning Purposes I.Introduction: the Need for Adequate and Powerful Linear Description of Cebuano-Visayan

3 C.Cebuano-Visayan vis-à-vis Bahasa Malay (its Mother Tongue) 1. Phonetic: Phoneme-Grapheme Correspondence 2. Agglutinative: Affixation and Particle Markers 3. Predicate Construct: Sentence Pattern

4 II. Phonology-Orthography Correspondence: Sound Letter System A.Phonetic Language: Alphabetic Spelling System B. Cebuano Visayan Suprasegmentals Three-Vowel Phonetic System: / i / Ii / a / Aa / u / Uu Three-Diphthong Phonetic System: / a /+/ u / AW aw / a /+/ i / Ay ay / u /+/ i / UY uy

5 Glottal Stops: ( - ) and ( ) and (^) Fifteen-Consonant Phonetic System: p t k b d g m n ng l r s h w y Consonant Digraph MGA mga (MG+A) C. Teaching Implication

6 A. Free Morphemes(Roots) and Bound Morphemes (Prefixes and Suffixes) B. Free Morphemes of Cebuano-Visayan Content Words (Lexical Free Morphemes) Function Words (Grammatical Free Morphemes) III. Morphology: Word System

7 C. Bound Morphemes of Cebuano-Visayan Inflectional Bound Morphemes (affixes and particles) Derivational Bound Morphemes D. Particles: Detached Bound Morphemes of Cebuano-Visayan E. Teaching Implication

8 A. Predicate Constructs Noun Predicate (N + N) Adjective Predicate (Adj + N) Adverb Predicate (Adv + N) Prepositional Phrase Predicate (PP + N) Intransitive Verb Predicate (Vin + S + Com) Transitive Verb Predicate (Vt + Comp + S) B. Teaching Implication IV. Syntax: Sentence

9 The Cebuano-Visayan native speaker should be the LITERATE, EDUCATED, INFORMED Filipino who talks and writes in his / her first language at par with worlds intellectuals without losing his own regional nativeness, national identity, and global dignity. V. Conclusion: the Cebuano-Visayan Speaking Filipino Deserves to be Educated in Cebuano-Visayan


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