Hiligaynon Dictionary, Slides of English

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HILIGAYNON DICTIONARY

HILIGAYNON

DICTIONARY

by

Cecile Motus

University of Hawaii Press Honolulu 1971

PREFACE

This dictionary has been developed as one of three volumes for learners of Hiligaynon. The other two are Lessons in Hili- gaynon by the same author, and Hiligaynon: A Reference Grammar by Elmer P. Wolfenden. These volumes are part of a larger series produced by the Pacific and Asian Linguistics In- stitute of the University of Hawaii under a contract from the Peace Corps (PC 25–1507).

The dictionary here offered is a beginning, not a completed work. We believe that it will supplement the other materials on Hiligaynon, facilitating the student’s learning of the language. It will give him materials beyond lessons he may have completed in class, codifying them in a way he can easily grasp and use.

It is also our hope that this work with its companion volumes will encourage the person-to-person kind of understanding that has been the tradition between the Philippines and the United States.

Howard P. McKaughan Editor

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INTRODUCTION

I. GENERAL

This dictionary is a compilation of some 3,500 Hiligaynon roots, affixes and formatives (root + affix). Selection of forma- tives has been difficult because of the high productivity of some roots. Those included in this volume are the more common, and were selected because their meanings are not predictable from the root. For example, búhi’ means ‘to set free’, but when affixed with /pang-/ to become pangabúhi’, this derived form means, ‘a way of life or life’.

Verbal, noun formative, adjective formative, and numeral formative affixes are included to encourage generative use of this dictionary. The user will find these affixes helpful when he encounters different forms of the verbs. Not all affix forms are given, however.

A brief sketch of Hiligaynon grammar follows to help the user identify roots. For example, hampángan ‘toy’ comes from hámpang ‘play’. Hámpang can be a noun by itself. It can also be a noun when affixed with /-an/ hampángan ‘toy’. It functions as a verb when affixed with verbal affixes. For example, if the /mag- / set of affixes are used with the root hámpang, the following verbal forms can be derived; naghámpang, nagahámpang, mahámpang. Or if the /-un/ affix set is used, the following are the derived forms: ginhámpang, ginahámpang, hampangún.

Every entry is given a distribution class, depending on the affix used with it. When an entry is followed by a /ma-/ adjective formative affix, it is an adjective. When it is followed by /mag-/ or /-un/ or /-an/, it is a verb. Thus a root can be a noun, a verb, or an adjective depending on the affixes used with it. Most of the entries classified as verbs are illustrated by sentence examples in the most natural focus occurring with this verb as used in the idiolect of the author.

Slant lines, //, enclose an affix or affixes used with a root. There are usually two affixes cited with verbs. The first one is for actor focus, and the second one for goal focus. A comma separates the affixes. Some verbs however, take only the actor focus affixes, while others can be used only with goal focus

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t, d, n, and s have a front dental quality. The symbol /’/ has been chosen to represent the glottal stop, and /ng/ the velar nasal sound as in English sing. F has been included in this volume with the thought that the user will interact with educated Hili- gaynon speakers who will prestigiously have f in their dialect of the language. F, however, is not a Hiligaynon phone and does not make for a difference in meaning. Famílya and pamílya are both acceptable, except that the first one is preferred by the elite group.

Hiligaynon vowel sounds are not to be equated with English vowels. Basically, Hiligaynon has only three vowels native to the language: a, i, and u. The two other vowel sounds, e and o are adopted from Spanish and English. The two borrowed vowels are not phonemic but occur as allophones of i and u. i is pro- nounced like the vowel sound in ‘see, three, seat’. It occurs in all positions: initial, medial, and final. Whenever it is found in the initial position, it is always preceded by a glottal stop. Some- times a glottal stop may follow it in the final position.

The e is a variant sound of i. Lamésa and lamísa are both ac- ceptable pronunciations of ‘table’. When not pronounced like ee of ‘see’, it is like the e of ‘met’ or the a of ‘late’.

The a is enunciated as in English ‘ah, father’, and ‘cot’. It is found in all three positions and undergoes the least amount of quality change among the vowels.

The u is like the vowel sound in ‘boot, suit, and food’. It can, however, vary in quality from the high rounded oo in ‘boot’, to the oa sound in ‘boat’. The o is an allophone of u in Hiligaynon, and therefore not phonemically significant. Akú, ‘I, me’, may be akú or akó.

Stress is phonemic in Hiligaynon, i.e., it makes a difference in meaning. In Hiligaynon, words containing more than one vowel comprise a two or more syllable utterance. One syllable is pronounced louder or stronger than the other. This prominence is called stress. For example, púnu’ means ‘tree, trunk, leader, etc.’; punú means ‘full to capacity’.

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IV. MORPHEME CLASSES

Dictionary listing of entries contain four morpheme (mean- ingful pieces) classes: roots, which occur always with affixes; particles which are short words that do not take affixes; full words which occur with or without affixes; and affixes which are meaningful forms that cannot stand alone;

V. DISTRIBUTIONAL CLASSES

A. Nouns Roots or derived words are considered nouns when they occur after particles ang, sang, sa, si, ni, kay, nanday, and kanday. Some roots take noun formative affixes like /pag-/, /ka- /, etc. The following are noun formative affixes included in this volume though this is by no means a complete list.

/pag-/ pagká’un /pa-/ pa’ági /ka-/ ka’álam /-ista/ masahísta /-anun/ banwahánun /-aryo/ milyonáryo /mang-/ mangungúma /-in-…-an/ sinúgdan /kina-…-an/ kina’ágman /ka-…-an/ kabatá’an /ka-…la…-an/ katalágman /…-lu-…-anan/ talapu’ánan /-dor/ kobradór /-an/ sugálan /-anan/ butangánan /-anay/ sumbagánay /-era/ basuréra /-in-/ tinústa /pang-/ panúbli’ /-lu-…-un/ sulunúrun /ka-…-un/ kalip’utún /ka-…-lu-…/ kahulúya’ /ka-…-ana/ kasugtánan

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di’in siní (sina’ sadtu) ‘which’ (of these, those) pa’ánu ‘how’

Stems from the third pronoun set are called deictics. They function by pointing out spatial distance between the object spoken of and the speaker. There are three subgroups: the nom- inative deictics, objective deictics, and locative deictics.

Nominal Set

iní’ ‘this’ (near the speaker) iná’ ‘that’ (far from the speaker) atú ‘that over there’ (very far from both the speaker and the listener)

Objective Set

siní ‘this’ (near the speaker) sina’ ‘that’ (far from the speaker) sádtu ‘that yonder’ (very far from both the speaker and the listener)

Locative Set

yari ~ ári diri ‘here’ (near the speaker) yara’ ~ ára’ dirá’ ‘there’ (far from the speaker) yadtu ~ atú didtu ‘there yonder’ (very far from both the speaker and the listener)

C. Verbs A word which is inflected and which may occur as the gram- matical center of a sentence is classified as a verb. For example, in Nagbása ang bata’ ‘The child reads’, nagbása functions as the action word and the center of this utterance. When used in Angbáta’ nga nagbása … ‘the child who is reading…’, nagbása is no longer the grammatical center of the utterance, but since it is inflected and may so occur, it is still a verb.

Inflection of verbs is complicated by a number of factors. One is the number of categories. The categories include: (1) focus, including actor, goal, benefactive-locative, and instru- mental; (2) aspect, including completed, durative and proposed;

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(3) and mode, including imperative, causative, distributive, ap- tative, and general. Another is that these categories are often disguised by spelling changes.

1. Focus Focus is the grammatical relationship between a verb with its affixes and the phrase marked by ang or its substitutes (the nominal set of pronouns and the si-phrase).

Actor focus indicates that the ang-phrase is the actor of the sentence and is considered the Topic of the utterance. Nagbakál ang báta’ sang dúlsi ‘The child bought some candy’ illustrates that ang báta’ is actor and is the topic of the sentence. Nag- bakál is bakál ‘to buy’ plus /nag-/ an actor focus affix. This focus is represented by the /mag-/ set of verbal affixes, and is some- times referred to as such.

Goal focus indicates that the ang-phrase or any of its substi- tutes is the object of the verb. Thus, Báklun sang báta’ ang dúlsi ‘The child will buy the candy’ has ang dúlsi as the object-topic. This focus is given the representative /-un/ affix verbal set.

A third grammatical relationship is between the verb and the indirect object which may be a location, or a benefactor of the action. Báklan sang báta’ sang dúlsi ang tindáhan ‘The child will buy some candy from the store’ is a benefactive-locative focus construction with the ang tindáhan in topic position. The set of verbal affixes representing this focus is the /-an/ set.

The last of the focuses is represented by the affix /i-/ and is called instrumental. Ibakál sang báta’ sang dúlsi ang kwárta ‘The child will buy some candy with money’ where the ang- phrase is a tool or instrument used to perform the action is an example of an instrumental focus construction.

A verb chart containing the different focus, mode, and aspect affixes is given at the end of this introduction.

2. Aspects An action that has been completed is indicated by several affixes depending on focus and mode. (Refer to the chart for af- fixes.) This aspect may be used also in a situation happening in the present time or expected to happen in the future in some

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MODES ASPECT AND FOCUS

GENERAL IMPERATIVE CAUSATIVE

Proposed maga- ~ ma-

root ~ pag- ~ mag-

magapa- ~ mapa- Infinitive mag- magpa-

B. Goal

Completed gin- ginpa- Durative gina- ginapa- Proposed -un (^) i- (^2) ~ -a (^1) -un 3 pa-…-un Infinitive -un ipa- ~ pa-…-un

C. Benefactive-Locative

Completed gin-…-an ginpa-…-an Durative gina-…-an ginapa-…-an Proposed -an (^) -i ~ -an^3 pa-…-an Infinitive -an pa-…-an

D. Instrumental

Completed Durative Proposed (^) i-^2 ~ iga- i- ipa- Infinitive i- ipa-

ASPECT AND FOCUS DISTRIBUTIVE APTATIVE

A. Actor

Completed nang- naka- ~ ka- Durative nagapang- Proposed mang- maka- Infinitive mang- maka-

B. Goal

Completed ginpang- na- Durative ginapang- Proposed pang-…-un ma-

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ASPECT AND FOCUS DISTRIBUTIVE APTATIVE Infinitive pang-…-un ma-

C. Benefactive-Locative

Completed ginpang-…-an na-…-an Durative ginapang-…-an Proposed pang-…-an ma-…-an Infinitive pang-…-an ma-…-an

D. Instrumental

Completed Durative Proposed ipang- ika- Infinitive ipang- ika-

When a verb is marked to signify a request or command, the construction is said to be in the imperative mode. Bakla ang bayu’ ‘Buy the dress’ is an example of this mode. Bákla is a com- bination of bakal ‘to buy’ and the imperative goal focus affix /-a/.

An action may occur distributed over time, or among actors or objects in several ways. For example, Mangla-ba aku ‘I will wash clothes’ expresses plurality of the action. This mode (dis- tributive) is marked by /mang-/ or /pang-/ according to focus, with variants determined by phonological environments. Certain verb roots take this affix form for the simple general mode construction as in Nanghináw akú ‘I washed my hands’.

The prefix /pa-/ indicated causative mode and signifies that the actor is the cause of the action stated in the utterance. This affix also occurs with general mode affixed. Nagpatahí akú sang báyu’ ‘I had someone make a dress for me’. Certain verb roots also take this mode form to express simple general con- structions as in Nagpaliwáliwá ang ákung mangá ginikánan ‘My parents went on a vacation’.

When an action has a possibility of occurring, or when someone has the ability or the aptitude to perform an action, the construction is said to be in the aptative mode: Nakabakál kamí sang pagká’un ‘We were able to buy some food’. Some verb roots take this type of affix to express general mode: for example, Nalúgdang ang bapór ‘The boat sank’.

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is a noun formative affix. When it makes a verb out of a root, it is a verbal affix. Adjective formative affixes make modifiers out of roots, including numeral formative affixes.

Affixes can co-occur with each other depending on focus, mode and aspect. A chart of affixes is included in this intro- duction.

G. Particles The distributional class with the most subgroups is the par- ticle class. It claims the least number of members, however, be- cause membership is closed. There are two kinds of particles in Hiligaynon: those which perform a grammatical function in a sentence like sang and ang; and those which add semantic value to an utterance but do not perform any grammatical function like lang, or man.

1. Markers A particle which is obligatory and grammatically relevant in pointing out the relationship between two elements in a sen- tence is called a marker. For example, Mabakál ang babáyi sang pagká’un sa tindáhan ‘The woman will buy some food at the store’ has three markers, ang, sang, sa, marking the actor, the object and the location in The utterance. Markers do not have English equivalents.

The following is a list of markers in Hiligaynon:

ang sang sa si ka kay kanday ~ sanday nga nanday ni tag ~ tig ala, alas bala gid manga

2. Conjunctions Conjunctions include words which put two items together, either to connect two similar ideas, subjugate one to another, or contradict one with another: Nagkádtu si Cárlos kag si Maríno sa eskwelahán, ápang na’ulihí silá sa kláse. ‘Carlos and Marino

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went to school, but they were late for class’. The following are some conjunctions in Hiligaynon which are included in this dic- tionary.

agúd ‘so that’ ápang ‘but, however’ bangúd ‘regarding, concerning’ bisán ‘although, if’ káy ‘because’ kún ‘if’ kundí’ ‘although, but’ gáni’ ‘in fact, as a matter of fact, therefore’ labán ‘except, besides’ lámang ‘only, but’ péro ‘but’ sánglit ‘even if, meanwhile’ sunú’ ‘according to’ totál ‘anyhow, anyway’ ukún ‘or else’ ó ‘or ugáling ‘maybe, perhaps’ áyhan ‘perhaps, therefore’ básta ‘because, as long as’ kág ‘and, furthermore’ káy sa ‘than’ luwás ‘except, aside from’ máskin ‘even if, even though’ múnu ‘according to” pananglítan ‘supposing, in case’ pára ‘for’ sámtang ‘meanwhile, meantime’ ý ‘and’

3. Interjections Emotionally-rooted exclamation words are called interjec- tions: Uy! Carlos Kabugalún na gid sa ímu, a! ‘Hey Carlos, you are so high-hat these days’.

abáw ‘oh! wow!’ arúy ‘ouch!’ áy ‘oh! ouch!’ kasualidád ‘impossible!’ húy ‘hey!’

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