ARAMBUROsalvacion PDF

The English Errors of Filipino Students:
A Contrastive Analysis
by
Salvacion Sabile Aramburo

II
A project
submitted in partial
fulfillment of the requirements for the degree of
Master of Arts in the Department of Linguistics
Fresno State College
February, 1970
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT iii
Chapter
I. INTRODUCTION. . 1
II. STATEMENT OF THE PROBLEM 4
III. IMPORTANCE OF THE STUDY 10
IV. SCOPE AND DELIMITATION OF THE STUDY 14
V. LIMITATION OF THE STUDY 16
VI. DEFINITION OF LINGUISTIC TERMS USED . .- 17
VII. PRESENTATION OF DATA 20
VIII. SUMMARY OF FINDINGS 73
IX. CONCLUSIONS 76
X. RECOMMENDATIONS 78
BIBLIOGRAPHY 81
ACKNOWLEDGMENT
The researcher gratefully acknowledges indebtedness, first and
above all, to Almighty God for answering constant prayers and making
possible the completion of this project.
Gratitude is due next to the inspiring letters of Dr. Fred
Brengelman, Chairman of the Linguistics Department, Fresno State College,
and chairman of this thesis committee; to the other staff members, Dr.
Edward Gammon and Professor Jerry Hopkins; to Dean Phyllis Watts for
giving the rare opportunity to work on the thesis in the Philippines.
The researcher desires to convey her thanks too to the following
persons in the Philippines:
1. To the English teachers, professors and authors whose works
and lists of common errors contributed much to the substance
of this paper and to which the researcher added her own ideas;
to Jean Garrett Edades, to Robert D. Wilson, to Concepcion Gil,
• to Carolyn Rhoades, to Rosario Rosales and to Federico Licsi
Espino, Jr.
2. To one of the section chiefs of the National Library, Mrs.
Quibengco, for her generous courtesy in lending books.
3. To Dr. Otanes , head of the Language Study Center, and to Miss
BayIon, chief librarian of the same center at Philippine Normal
College.
4. To Mrs. Esperanza D. Agraviador for typing the manuscript.

Last but not least, to my husband, parents and sister, Mrs.
George Josue, who all in one way or another gave both financial
and moral support for the completion of this project.

CHAPTER I
INTRODUCTION
English still maintains its place as the most frequently required
subject of the Philippines' school and college curricula, in spite of
the recent arguments to change it to Pilipino (Tagalog). The reason
is because of the unanimous support given it both by the general public
and by education authorities. This support rests upon the general
belief that the mastery of good English is the most important asset of
the ambitious Filipino, who acknowledges realistically the demands of
modern times on modern nations. Rizal himself recognized the importance
of English in the Philippines, for as Leopoldo R. Serrano points out,
"The great hero believed English to be the language of the freest
people, besides being the bond of all oriental people and the world's
best known languages."1
Learning a second language is not an easy task. In order to do
so, one has to go through a long process of imitation and practice.
There is much trial and error and teachers must make painstaking efforts.
Bernard Shaw as early as 1903 made this short but meaningful
statement: "No man fully capable of his own language ever masters
another."2 This may be too sweeping a statement but it m akes one keenly
^Leopoldo R. Serrano, Rizal and the English Language in the Grade

School, (July, 1961), p. 115.
2Einar Haugen, The Bilingual Community: The Norwegian Language in
America, vol. I (Philadelphia, Pennsylvania, University of Pennsylvania
Press, 1953), p• !•
2
aware of the complexity of second language learning and impels him to
realize that teaching English to Filipinos entails great difficulty.
The most striking thing about the study of languages is their
diversity linguxstic differences that appear when we pass from one

o
country to another. When we speak a foreign language, if we are not
complete masters of it, we tend to force the language into the patterns
and rules of our native language. We also find it difficult to hear
the distinctions of a foreign language.^" The knowledge of one language
interferes in the learning of subsequent ones. From the structural
point of view interference is expected in both languages that are in
contact
So the problems of teaching and learning a foreign language
effectively have suggested the present study of the errors in English
made by most Filipino students. How shall we teachers of English
eliminate these errors from their speech? What pedagogical methods
are we going to use to make these errors less frequent? Why are these
errors often committed?
One of the most striking errors that Filipino students of English
make is in their mode of expression (diction). The meaning that is
associated with a certain morpheme, word or expression of a language
is not always applicable to another. Yet, most Filipino students hardly
realize this fact and commit the same errors, to the disappointment of
most English teachers in the Philippines.
^Ferdinand de Saussure, Course in General Linguistics (New York,

1959), p. 191.
^Morton Bloomfield and Leonard Newmark, A Linguistic Introduction

to the History of English (New York, I963), p. 4.
5Uriel Weinrich, Languages in Contact (The Hague, 1963), p. 71.

3
The Filipino students' habitual mistakes in the simple sentence

alone come to more than a hundred, but teachers believe that the
compound and complex sentences can be taught effectively to the
student.^ They are not aware of the large amount of difficult
grammar in just the simple sentence.6
Charles Carpenter Fries states that "the problem of the differences
in language practice is a very simple one. Only two kinds of forms of
usage exist correct forms and mistakes. In general, the mistakes are
thought to be corrupt forms or illegitimate meanings derived by care
lessness from the correct ones."7 The situation in the Philippines
is that the corrupt forms are derived by carelessness from the direct
translation of the meanings of the native language. There is often
total corruption in the usage, committed unconsciously if not carelessly
by a Filipino student.
In spite of the efforts of teachers, there is still confusion in
the minds of most students as to the acceptability of "It's me" or
"It's I" in formal usage. They often raise the question regarding the
use of colloquial English. Does the difference between the two usages
present a learning problem for the students?
"We often hear that a person uses good grammar or bad grammar.
Remarks of this sort are judgments as to the appropriateness of social

O
acceptability of individual dialect." So how will these errors of
Filipino students of English be rooted out? How should they be guided
to acceptable English?
6Robert D. Wilson, A Second L anguage Approach, English Sentence

Patterns for Filipinos, vol. I (Philippines, 1957), p. ii.
7Charles C. Fries, American English Grammar (New York, 1940), p.3.
^Francis W. Nelson, The Structure of American English (New York,

1958), p. 223.
CHAPTER II
STATEMENT OF THE PROBLEM
The purpose of this study is to provide a thorough understanding
of the causes of the most common errors in English expression and
sentence patterns made by most Filipino students, in order to find out
some solutions to the difficulty of "Second Language Learning and
Teaching" in the Philippines. By Filipino students is meant the
Tagalog speaking ones; Tagalog is considered as the national language
of the Filipinos.
On the theory that all Philippine dialects have the same grammatical
base, this study should prove most helpful for all Filipino students
of English. Probably this would even prove beneficial, too, for other
foreign students in America whose language falls into the Malayo-
Polynesian group.
English is something different to every person who speaks

it and the whole mass of English is steadily changing, every
minute that it is used. For instance, English today is different
from the English at the time of Shakespeare and still more different
from that of King Alfred's time. In spite of the many differences,
everyone who speaks English can—to a certain extent at least—
understand everyone else who speaks English.
Boys can understand girls, old people can understand young

people, New Yorkers can understand Californians. Sometimes, to
be sure, understanding is difficult. A person from London and
a person from Seattle talking together may have moments when each
one wonders what in the world the other one is trying to say.
This situation can exist for a Filipino student who sets foot on
American soil for the first time and who encounters an educated American.
-'•Paul Roberts, Patterns of English (New York, Chicago, 1940), p. 4.

5
In spite of the knowledge of English of the Filipino, there are times
when he makes errors serious enough that the American can hardly under
stand what he is saying. In his conversation, the Filipino may be
careiess in his choice of words, thereby corrupting his expression. The
Filipino* being used to talking in his native tongue, may also have
the tendency to transfer some of his own speech features to English.
Not one of them may realize that there is already a total disorganization
in the English on the part of the Filipino, so that the American may
just shrug his shoulders, not knowing what the Filipino is talking about.2
Some polyglot Filipino students speak English in various ways that
out-Webster Webster. Their speech is neither American nor British but
may be called bamboo English, perhaps.3
Jack Wigfield, director of the "Language Archives" of the Language
Study Center of the Philippine Normal College, attributes problems in
language teaching to Filipino students. He commented:
The Filipino student feels that there must be a Philippine

dialect of English, not British, not American, not Australian,
not Canadian, but a local version. Within the Philippines an
argument can be made in favor of the thing called Filipino English
but outside this country, especially in the United States and
Great Britain, it causes a great deal of linguistic confusion.
Wigfield concluded his observations by speaking of words and phrases
which he calls Filisms. (In the Philippines, they are commonly known as
Filipinisms.) Quoting from a book written by Roderick Hemphill, he said
that "because some English nouns are derived from verbs (rob - robber,
2This is true of the experience of the researcher herself during her

first days at Fresno State College, although the errors were mostly
with accent and pronunciation.
3An example of this bamboo English is the use of the word holdupper
cited by Mr- Jack Wigfield in the succeeding paragraph.
6
sweep - sweeper)., the Filipino makes use of the same process and comes
up with unidiomatic words like holdupper from the noun holdup and cooker
ij.
from the noun cook." If one is very keen in his observation, he will
find that the worst errors committed by Filipino students are results of
plain carelessness—carelessness in the sense that they never stop to
think of the big difference between the two languages. They never
realize the evasiveness of meaning in every language, that what is
associated with the meaning of a certain morpheme, word or expression of
a certain language is not applicable to another. Examples of faulty expres
sions in English, the meanings of which are accepted in Tagalog speech, are:
"My watch is dead.

J.
"Kill the television.
"Kill the light.5
The underlined words in the sentences above have a sense in Tagalog
which in English they don't have. In other words, these utterances are
meaningless and unidiomatic in standard English while in Tagalog they are
accepted. Most Filipino students do not recognize this type of mistake.
A Filipino student whose speech habits in the second language are
not well established tends to find substitutes in English for the absent
categories, or vice-versa. Take for example an absent category in English,
the Tagalog enclitic ba. The Filipino student transfers this enclitic
into the English utterances or sentences he makes. The tendency to transfer
some of his own speech into the patterns of the target language can be
observed in various ways, such as his using words or expressions like ha and
naman, two forms of saying please in Tagalog.
4Federico Licsi Espino, Jr., Philippine Saturday Mirror Magazine,

November 9, 1968, p. 14-.
Asterisks indicate that the morpheme, word or sentence is not

acceptable.
7
Because most of the Tagalog sentences are verbless, the Filipino
tends to give the English sentence a structure that has no verb. He
may, for example, produce such faulty utterances as:

A
What is your plan ba?
A
Answer the question ha?
A
Get those books naman.
A
"Very beautiful the house.
It is common knowledge that the use of the verb in sentence patterns
also ranks high in the hierarchy of difficulties for the Filipino learner
of English. Of the many difficulties that the English verb presents,
tense is the worst. The dissimilarities between the learner's language
and English have often been cited as the major cause of such difficulty.
Teaching experience shows that the incorrect use of the helping verb do
in sentences is the most common error among high school students. Another
pcir.t of difficulty in verb tense is in the use of a sentence pattern in
the present tense with a subject in the third person singular. This is
another case of an absent category in any of the Philippine languages,
especially Tagalog. The student may also tend to make such faulty
utterances as the following:
"Did you took the car?
"I did not went to school yesterday.
"Does she works in the office?
"She work in the office.
In conversations or written compositions where the student's attention
is focused on content rather than on rules, habitual mistakes also occur.
The concept of the sentence pattern is not merely that of a mold but also
that of a process by which the human mind transforms one or more sentences
8
into another. In this case, the Tagalog sentence is basically different
from the English sentence. Order is of great grammatical significance
in English- and it is very different from that of Tagalog. "Language is
the most minutely structured, patterned, configured of all man's cultural
systems, but there is a system, order and pattern in other communication
systems than language."6
It is not uncommon to hear teachers lament the fact that some of
their students have a good grasp of tense when they apply their knowledge
in isolated sentences, but they tend to commit mistakes when they use
them in conversations or written compositions. They ask themselves why
such errors as the example below exist:

A
"Last Sunday, my brothers, friends relatives and I
went swimming in Balara. It was a lovely day for an outing. The sun
A A A
shines brightly. The sky is clear blue. The water is_ cool and refreshing.
We enjoyed ourselves very much.
In isolation, the sentences, "The sun shines brightly," "The sky is
clear blue," and "The water is cool and refreshing" are grammatically
correct. However, in the context wherein they are used, they are wrong.
The paragraph tells about a past situation and therefore requires verbs
in the past tense. Why do students fail to recognize this fact? Some
English teachers perhaps would conclude that studies on contrastive
analysis have not really proved successful in predicting errors in tense.
But if they try to contrast the foregoing paragraph with Tagalog they
will understand the problem.7 Both Tagalog and English have aspect and
5Henry Lee Smith, Jr., "The Teacher and the World of Languages,"
Readings in Applied English Linguistics (Harold Allen, 1964), p. 368.
7Contrastive analysis of the foregoing paragraph is shown in the

"Presentation of Data."
9
tensej but the Filipino speaker is more conscious of aspect than he is of
distinctly defined time categories. The Tagalog speaker is not conscious
of the importance of tense in English verbs, especially in a written
composition. His stream of consciousness is centered on the aspect, the
action without reference to time, not on tense, which usually indicates
time. While the form of the verb in English is a signal indicating the
time, some verbs in Tagalog do not specify the tense. This is the most
fundamental difference between English and Tagalog verb systems.

CHAPTER III
IMPORTANCE OF THE STUDY
The researcher considers this study important for the following
reasons:
1. While linguists and proponents of second language teaching are
generally agreed that a contrastive analysis between the native
language of the learner and the language to be learned is
indispensablej the soundness of the principle has been disputed
by a number of educators and laymen. Perhaps one of the reasons
for the skepticism is that linguistic materials are often
presented in a language too specialized and technical for
teachers and laymen with little or no training in linguistics to
understand. It is hoped that this study will be understood by
the average teacher and educated layman, will help clarify some
doubts on second language teaching principles, and will stimulate
teachers and school officials to undertake further, similar
studies which are badly needed.
2. Teachers often complain that their students make the same
mistakes over and over, in spite of exhaustive explanations and
repeated drills. Possibly the main reason for this is the
failure of students to group the patterns that underlie English
structures because they are different from those in the native
language. The teachers themselves may not be aware of such
contrasts, and therefore cannot show their students the cause of
their mistakes.
11
3- Since Philippine languages are closely related and have many
grammatical characteristics in common, the findings of the study
may be increasingly useful in teaching of English to Filipino
students as a whole.
Scientific studies on the nature of languages and linguistic errors
have thrown light on basic assumptions which when properly understood and
applied can lead to the solution of some baffling problems in second
language teaching and help minimize, if not eliminate, the errors caused
by the interference of the native language of the learner. Some well-
known basic assumptions are:
1. Language is a system of patterns. When human beings communicate, v'
they do not just produce a mere succession of sounds and sound
combinations at random. Their sounds and sound combinations fall
into systematic frames of arrangement to put across certain
meanings.
2. Each language has its own systems of organization so that no
two languages should be expected to have the same sets of
patterns of pronunciation, words and systems.
3. Language derives meaning from experience and the meaning of a
linguistic form is determined by the usage of the speakers of
the language. Since the experiences of language communities
differ, one cannot expect, in going from one language to another,
the same range of meanings covered by comparable forms.
4. When a second language learner comes in contact with a new
language, he tends to generalize on the basis of his native
language. In otherwords, he is likely to assume that the new
language works in the same way as his native language.

12
5 ea.nin^ a nÂ language means developing new habits. When a
child learn., his native language, he masters the patterns which
evenouallj become firmly rooted in his speech as habit patterns.
These habit patterns thus formed greatly help in the formation
of habits in the new language when the patterns are the same as
those in the native language. Patterns in the native language
different from those in the new one serve as blocks to the
formation of habits in the latter.
The foregoing assumptions boil down really to one point: most of
the errors of a second language learner can be traced to the points of
contrast between the native language and the language to be learned.
Lado describes the interference of native speech habits as
follows:
So strong is the force of native speech habits and so systematic

their effect on learning a foreign language that even the layman
has long identified foreign speakers by the distortions they
make in the new language.!
Very logically, this fundamental point has caused the analyzing
and contrasting of languages before preparing materials and planning

2
lessons for second language teaching.
The value of a contrastive analysis between the language of the
learner and the language to be learned has been often discussed. To
the textbook writer, an analysis gives useful suggestions as to what
features need to be taught and which have to be emphasized in the
materials he prepares. To the language teacher, it is an invaluable
. . r, W sour— Student Errors Selected Readings from

^Robert lado, English^ Foreign Language
Second Language LearmH£, ->
(Ann Arbor Michigan, 1963)> P*
(toArbor:
Michigan, University o± Micmgcu
13
aid in understanding the causes of his students1 errors. Any teacher
who understands the causes of his students' difficulties knows best how
to help them.
It may be thought that the contrasting of languages belongs only
to linguistic experts, but the researcher shares Cascolan's view that
trained teachers and school officials who have some knowledge of intro
ductory linguistics can undertake small scale studies that may yield
useful evidence.3
Linguists have said that one can hardly count the times and
ways that the mistakes of the learner result from the tendency
to transfer the sounds, patterns and meanings of oyJi\language
over to the target language. If the teacher knows the points
of conflict between the two languages, he can predict the
learner's errors—at least so goes the theory. More cautiously
some would prefer to say that if a mistake is made, one can then
examine the two structures and find the point of conflict that
accounts for the mistake and can then go on to overcome the
error by informed and focused practice. That is, the structural
comparison is at least as much an evaluative technique as it is
a predictive technique.4
Along with contrastive analysis, systematic tabulation of the

errors which are regularly encountered empirically when a
language is taught should be utilized in the preparation of
adequate teaching materials.5
3mnH. L. Cascolan, to Portions of the Swanson Report

™ LearnineLEsESi, submitted tothe Curriculum Division,
Bureau of Public Schools, Manila (no date), p. 2 (typewritten).
^Robert P. Stockwell, nSgnt.ra-t.1Tc Analysis of English and Tagalog,

Part 1 Introduction and Phonology - Pre-publication Version,
University of California at Los Angeles, 1957-
5Ibid.
CHAPTER IV
SCOPE AND DELIMITATION OF THE STUDY
This research study describes the errors of Filipino students in
English-; only the most common errors are treated. These errors are
taken from the written work and observed speech of high school and
college students alike, regularly encountered empirically by some teachers
and professors of English,"'" and from material gathered by the researcher
during her past teaching.
A contrastive analysis often ends with pointing our the contrasts
between two languages and anticipating the difficulties of a native
speaker of one language in learning the other on purely theoretical
analysis. This study moves a step further by analyzing the samples of
the most common errors of Filipino learners of English gathered from

2
the collection of some English teachers and professors. The other
materials mostly come from English books and pamphlets written by famous
Filipino authors of English.3 Some material was gotten from the
"'"Carolyn Rhoades, Achieving Good English (MST Quarterly, Manila

Secondary Teachers) July-October issue; Peace Corps Volunteer,
Jose P. Laurel High School, 1964-.
2Rosario Rosales, Preventing and Correcting Errors in Verb Form

C.MST Quarterly) July-October issue (1963); Teacher of the Year
for 1963, Araullo High School.
3Robert D. Wilson, A Second Language Approach, English Sentence
Patterns for Filipinos, vol. I (.Philippines, 1957), p. 23.
15
daily issues of the Manila Times under the column entitled, "How's Your
English" by Jean Garrott Edades."^
In this study, the incorrect English example serves as a means of
recognizing the problem, and the correct example as a model for imitation.
In order to recognize the problem well, contrast between the two languages
is shown by first analyzing the error in English and then comparing it
with the actual Tagalog speech. Points of conflict are clearly shown
in the underlined morpheme, word or expression of both native and target
language. Loan translations from Spanish involve semantic changes in
English.
•^Former Head Department of English, and Professor of English

drama- Arellano University; Assistant professor of English;
University of the Philippines. To this column students all over
the country send samples of sentences for correction by the author.
CHAPTER V
LIMITATION OF THE STUDY
This empirical analysis of the most common errors in English made
by most Filipino students is limited to the following:
1. To the knowledge, experience and observation of the researcher,
who was once an English teacher herself in a few of the public
high schools in Manila."^
2. To the information gathered from English books, pamphlets and
newspapers written by other English teachers, professors and
Filipino authors intended for study and research purposes.^
3. To the information gathered from the actual observation of high
school, fourth year English classes in some of the public

3
schools in Manila-*.
Since the most common errors of most Filipino students are largely
in their diction, their mode of expression is treated in conjunction
with sentence patterns. Voice, which is a part of diction, is not
within the scope of this study.
1 1. Lakandula High School: Tondo, Manila (1962).
2. Laurel High School: Tondo, Manila (1963).
3. Sergio Osmena High School: Tondo, Manila (I963-I966).
^ This is mentioned and explained in Part IT of this study.
3 _ Lakandula High School: Tondo, Manila.
2. Laurel High School: Tondo, Manila.
3. Sergio Osmena High School: Tondo, Manila.

CHAPTER VI
DEFINITION OF LINGUISTIC TERMS USED
1. Idiom - Any expression peculiar to a language not easily understood
from either its morphology or its grammatical construction, as in
to put up with (endure, tolerate).
2. Inflection - A bound morpheme used to denote the grammatical
function of a word.
Examples: the s, ending of the plurals of some nouns, the ed ending
of the past form of regular verbs.
3. Jargon - The technical or specialized vocabulary or phraseology
used by members of a particular profession, sect or socially
restricted group; to the uninitiated, jargon is meaningless or
confusing.
Example: stimulus from psychology.
4. Redundancy - A measure of excess of linguistic signals above the
minimum that could carry the message.
Example: like for instance.
5. Back formation - The creation by analogy of a new word from an
existing word through the mistaken assumption that the existing
word is a derivative of the word.
Example: enthuse from enthusiasm.
6. Loan word - A word adopted from another language and partly or
completely naturalized as in English: ( chauffeur from French
( creed from Latin

(
( poet from Greek
7. Morpheme The basic unit of meaning in any language.
Example: one morpheme of slowly is slow, the adverb ending ly is
another.
8. Semantics - The study of the meanings of speech forms, especially
of the evolution in meaning of words and word groups.
9. Slang - Language, words or phrases of a vigorous, colorful,
metaphoric or taboo nature, invented to transfuse fresh life into
a vocabulary gone stale from too much standard and conventional
usage; also used to obscure meaning from the uninitiated outsider.
It is a method of avoiding linguistic boredom; it springs from the
desire for novelty and freshness. What Noah Webster had dismissed
as "low, vulgar, unmeaning language" in 1929 had come to be defined
in the Oxford dictionary in 1911 as "language of a highly colloquial
type, below the level of standard educated speech and consisting
either of new words, or of current words employed in some special
sense."
Example: to blow (to boast).
10. Syntax - The arrangement and interrelationship of words in word
groups, phrases, clauses and sentences.
11. Taboo - The setting of a word or expression apart and away from
speech usage, either consecrated or accursed.
Example: obscene words.
12. Structural meaning - Meaning of the way words are combined in
larger structure.
. Elliptical structure — A single component is assumed to be functioning
in two different positions in a structure of coordination.
Example: (he was)

Although tired, the hiker kept going.
19
14. Ambiguous - A phrase or sentence understood in more than one way.
Example: They are flying planes.
1.5. Semantic change - A change of meaning or innovations which change
the lexical meaning rather than the grammatical function of a form.

CHAPTER VII
PRESENTATION OF DATA
Words have their own distinct 'personality' and must be

chosen to fit the occasion. If we are writing a factual account
of some experiment in physics, for instance, we choose words
which do not arouse emotions, for our purpose is simply to report
a process with accuracy. If we describe a fiesta, on the other
hand, we may wish to use words which convey the prevailing bustle
and gaiety or perhaps the elegance of the decorations.
The person who chooses his words carelessly in either speech

or writing reveals a lazy, sloppy quality of mind. One who is
careless in his diction is thought to be careless in other
matters and will not be entrusted with a position of responsibility
in the educated world.
Professor Jean Garrott Edades classified the errors in English

idioms of Filipino students as substandard English. Substandard
means below standard, and not accepted by educated people. Under
the substandard there are two levels—the slang and illiteracies.
A slang expression is a word used in a careless way with no regard
for accuracy. It enjoys a few months or years popularity and is
then forgotten. Sometimes it is humorous and colorful. Occasionally
a piece of slang which is especially apt and striking (usually of
speech) graduates out of the substandard class and is adopted into
standard English, first being colloquial and perhaps finally reaching
the formal level. Many of the most expressive English words today
originated with clever speakers who coined an expression so apt
that it was quickly adopted. This is one example of linguistic
change. What was slang twenty years ago may now be colloquial
English. But most slang words are quickly forgotten. Only a few
out of thousands can stand the test of time.
Illiteracies are of two types. One is the violation of elementary
grammar and the other is the use of "barbarisms.
The following are examples of illiteracies or barbarisms committed
by most Filipino students:
•'•Jose M. Hern andez and Jean G. Edades } English for Filipinos (San Juan
Rizal, Philippines: Hernandez and Edades, 1949).
21
Common errors
1. I am ashamed to
1. I am ashamed to
Xou. face YOU.
2. I am ashame to 2. I am ashamed
you. before vou.
3- I am ashamed to
look vou in the
eye.
The first error is caused by the transfer of the Tagalog phrase
(sa iyo) to English (to you). The second error is caused by the absence
of the inflection d, a signal for the past participle of some verbs in
English, which is not present in Tagalog. Sometimes, too, a common
error of Filipino students is to mistake the word ashamed for the word
shy. This is explained in the succeeding examples. The Tagalog word
nahihiva can either mean ashamed or shy. The structural meaning of
"to look you in the eye" is not applicable in Tagalog speech.
Common error Tagalog Corrections
He acts like an insane. Kung kumilos siyay He acts like an

parang luko-luko. insane oerson.
He acts like a
lunatic.
The error is caused by the literal translation of the Tagalog word
luko-luko. Luko-luko in the Tagalog sentence is used as a noun, while
it should be an adiective in English.
Common error Tasralog Corrections
He visited his auntie. Dinalaw niya ang He visited his aunt.

kanyang anti.
The error springs from the mistaken notion that the slang word
auntie is formal.
22
Common error Tagalog Correction

I came cause I wanted Naparito ako saoaekat I came because I
to. gusto ko. wanted to.
This error is an example of baby talk, one cause of pidgin language.
Students think that the word because can be shortened into cause in
written English. Filipinos tend to shorten the Tagalog word sanagkat
into pagkat, not realizing that such a shortened word is never found in
any Tagalog dictionary. They make the same mistake in English, by the
morphological process of back formation.
Why did the landlord Bakit niva tinaasan Why did the landlord
higher the rent? ang upa? raise the rent?
The Taealog word tinaasan is spoken to mean either higher or raise.
English is thought to have the same free variation.
I'll tell you to my Sasabihin ko kayo sa 1. I'll tell my

mother. nanay ko. mother about vou.
2. I'll tell my
mother on vou.
The error is caused by the assumption that the Tagalog morpheme sa
is equivalent to to in English. The student tends to find a substitute
for the absent morpheme in English. He assumes that English works in
the same way as his native language.
Filipino students have a special problem in overcoming various
types of errors—many of them in idioms, the peculiar structure of the
language, or any expression whose meaning is different from that suggested
by the individual words which compose it. In the Philippines, certain

23
expressions are sometimes given the wrong meaning. This error is called
an impropriety.
Common error —
Placido approached his Si Placido ay lumanit Placido spoke to his

professor. sa kanyang guro o professor.
propesor.
The error is caused by the translation of the native word lumapit
as English approached. The use of the meaning of spoke in Tagalog,
kinausap. is also permissible in-the native language
Common errors Tagalog Corrections
1. Lilia was ashamed 1. Si Liliay nahivang 1. Lilia was too shv

to sing on the kumanta sa to sing on the
program. tanghalan. program.
2. Get up and sing! 2. Tumayo ka at 2. Get up and sing!

Don't be ashamed. kumanta! Huwag Don't be timid or
kang mahiya. shy-
Both ashamed and shy mean hiya in Tagalog. The student assumed
free -u-ariatinn in making the errors. Ashamed in English implies a
feeling of guilt, so it is not appropriate to use the word to mean shy.
Ask an apology from Hnmingi ka ng pauman Apologize to Mr.

Mr. Limjoco. hin kay Ginoong Limjoco.
Limjoco.
The English word apology means asking forgiveness, while the Tagalog
raiimanMn simply means forgiveness. The error is caused by the literal
translation of the native word paumanhin.

24

How much did you buy Magkano ba ang How much did you
that dress? pakabili mo diyan sa pay for that dress?
baro?
The error is caused by forcing the meaning of the native language
to the other. The English word buy is the direct translation of the
Tagalog word bili. Pagkabili is used because this denotes a past action.
If we base the Tagalog translation on the expression pay for, the sentence
will run like this: Magkano ba ang ibinayad mo diyan sa baro?
Ibinayad sa is the Tagalog literal translation of did pay for. This is
correct and permissible in Tagalog speech but seldom actually used.
Common error : Tagalog : Correction
Please come even how : Pumarito ka maski : Please come no matter

late you are. : huling-huli ka na. : how late you are.
The cause of the error lies in the use of even instead of no matter.
A wrong choice of expression is made. The Tagalog expression maski can
be translated into various English expressions, such as even if. no
matter, although, in spite of.
My mother commanded me Inutusan akong bumili My mother told me to

me to buy some bread. ng tinapay ng Nanay buy some bread.
ko.
The English verb commanded is the direct translation of inutusan.
Inutusan has various meanings. It can either mean sent on an errand or
ordered to do something. The English verb commanded, on the other hand,
simply means ordered with authority. Let us say, for example.
"The general commanded his men to charge" but not "commanded somebody
to buy something."
25
Common error Tagail OP-
I can't go because I Hindi ako makapunta 1. I can't go, because

already have a dahil may kompromiso I already have a
compromise. na ako. c ommitment.
2. I can't go because
I already have a
previous engagement.
The transfer of the error is twofold, from Spanish to Tagalog, then
from Tagalog to English. Kompromiso is a loan word from Spanish. The
pure Tagalog expression for kompromiso is nakapangako sa iba. Loan
translation of the word kompromiso involves a semantic change.
I hope you are in good Inaasahan kong ikaw I hope you are in
condition. ay nasa mabuting good health.
kalagavan.
The English word condition is the direct translation of kalagayan.
Health is kalusuean. The use of kalusugan in a Tagalog sentence of
this type is not permissible.
My watch is dead. Patav ang relo ko. 1. My watch is out

of order.
2. My watch has
stopped.
3- My watch has run

down.
The error is caused by the transfer of the meaning of patay, which
is the direct translation of the English word dead- (Rsls is a loaned
Spanish word. The pure Tagalog word for watch xs orasan, but the loan
word relo is preferred by most in actual usage.)

26
Common error _Tagalog_ Correction

He offered me a Inalok niya ako ng He offered me a
cigarette but I didn1t sigarilyo ngunit cigarette but I
it. hindi ko kinuha. didn't take it.
The error is caused by the transfer of the meaning of the Tagalog
phrase hindi kinuha, the direct translation of didn't get. The word
tajce in English is used when the thing in question is close at hand.
Ggt is used when effort is required to obtain it.
He was completely : Inosenting inosenti : He was completely

innocent of the whole : siya sa buong pang- : ignorant of the
affair. : yayari. : whole affair.
The error springs from an incorrect translation of the Spanish
word inocenti. The meaning of the improved sentence at the right hand
corner is: He had no knowledge of the whole affair. The word innocent.
then, has no place in this type of sentence. Innocent in English means
free from guilt.
Example: The prisoner is innocent and should be released.
The pure Tagalog expression should be walang kamalaymalay (with no
knowledge). To the despair of the Tagalog purists, the Spanish word
inocenti is a common expression among Filipinos.
1. Little boys are 1 Ma^yadong magalaw 1. Little boys are

very movable. ang mga bata. very active,
restless. lively
or fidgety.
2. He couldn't sketch 2. Hindi niya nailar- 2. He couldn't sketch

on the trip to awan ang kanyang on the trip to
Manila because the paglalakbay dahil Manila because
sa masyadong the boat was very
boat was very
magalaw ang unsteady.
movable.
sasakyang dagat.
27
The error is caused by the literal translation of magalaw. Movable
in English has relevance to man's goods, wares, commodities, furnitures
or feasts.
Examples: All the movable furniture had been carried away.
Easter Sunday is a movable feast.
She is still Negosvabol pa siva . She is still unmarried

negotiable. or single.
The error is caused by the transfer of the meaning of negosyabol.
a pun on the word negotiable. This is a joke among the Filipinos when
one is still unmarried. The pure Tagalog expression is wala pang asawa.
1. Ooen the radio. 1. Buksan ang radio. 1. Turn or switch on

the radio.
2. Kill the light. 2. Patavin ang ilaw. 2. Turn off the light
Put out the light.
Switch off the

light.
The errors are caused by the transfer of the meaning of the
Tagalog word buksan to the English word open and of the word patayin
to the word kill. The student has not mastered the proper English
idiomatic expressions.
28

I just came from the Kagagaling ko pa lang I just came from my
province. sa probinsva. province.
(The name of the

province, hometown or
country should be
specified.)
The error is caused by forcing the patterns of the native language
to the other. The country is a correct idiom throughout the English
speaking world. The province is used only in the Philippines. This
should be avoided in formal writing.
Last night I slept at : Nakatulog ako kagabi : Last night I went to

eleven o'clock. : ng alas onse. : bed at eleven o'clock.
The error is caused by the transfer of the meaning of nakatulog to
slept. The English idiomatic expression went to bed is not acceptable
in Tagalog speech in the sense "began to sleep."
Common errors Ta galog Corrections
1. Close the light. 1. Isara ang ilaw. 1. Turn off the light
2. Open the light. 2. Buksan ang ilaw. 2. Turn on the light.
Errors of this type are similar to those in the foregoing examples:
Kill hhg -Hghh r p flt*vin ang ilaw). There is free variation in the use
of the Tagalog expression meaning turn off. Either the word Patayin
(kill) or isara (close) is correct in Tagalog speech. Isara is close,
while buksan is open. The meanings of turn off and turnjm are not
accepted in Tagalog.
29
Common error Ta galop-

My friend told me to sinabe ng kaibigan My friend invited me
sleep at her house. ko na matulog raw to sleep at her house.
ako sa kanila.
The error xs caused by the transfer of the meaning of sinabe to the
English word told. The word invited is literal 1 y translated to the
Tagalog word kinumbida. The use of kinumbida is grammatically correct
in Tagalog; however the student chooses the other one. Kumbida is more
appropriate for parties} dances and house visits in Tagalog speech.
The Benitez family Lumipat ng tirahan The Benitez family

transferred to Quezon ang angkan ng mga moved to Quezon Citv.
City. Benitez sa lunsod
ng Quezon.
The error is caused by the transfer of the meaning of the native
word lumioat. which is the direct translation of transferred. The
Tagalog expression for moved is gumalaw. The use of gumalaw in this
type of sentence is not permissible in Tagalog speech.
Trv to ask that police Subukan mong tanungin Ask that policeman
ang alagad ng batas for information.
man for information.
(pulis).
The error is caused by the transfer of the meaning of the pattern
Si,h„k,n ,n,» t.anuncin. the direct translation of try to ask. The use of
the word snhnkan (try) in this type of sentences is applicable in
Tagalog. In English, the word try is only used when effort is required
to overcome a difficulty. The phrase forjnfemaiion is no longer needed
in the Tagalog sentence for the staple reason that the use of ta, is
understood to mean 'hsk for information from the policeman."

30
Common error -I&Salog_ Corrections

Study until page 200. Pagaralan mo hanggang Study until you reach
pahina 200. page 200.
Study un to page 200.
The error is caused by the transfer of the meaning of hanggang. the
direct translation of until. Either the expression until you reach or
up to means hanggang in Tagalog.
I am vacant from two Bakante ako mula alas I am free from two to
to four P. M. dos hanggang alas four P. M.
kwatro ng hapon.
The error is caused by the transfer of the meaning of the native
word bakante the direct translation of vacant. Bakante is a Spanish
loan word from vacante. The pure Tagalog word is malava. However, the
word malaya is not used in Tagalog speech with this type of sentence.
They are waiting for Hihintavin nila ako Thev are expecting me
me on the fifteenth of sa a kinse ng susunod on the fifteenth of
next month. na buan. next month.
xpression hihintavin. The English word waiting is a direct translation
f hihintavin. Expecting is aasahan in Tagalog. The use of flasahan in
!agalog is accepted and idiomatically correct. However, this is seldom
sard in actual usage.
Correct uses of the English word wait:
1 I'll wait for you until ten o'clock and then I 11 go ahead.
2. I'll get there as soon as I can, but don't wait for me; just
go when you are ready.

31
Common error Tagalog

Thelma got up and wore Gumising si Thelma Thelma got up and
her blue dress. at isinuot and kartyang put on her blue dress.
bughaw na baro.
The error is caused by the transfer of the same meaning of isinuot
to the English word wore The expression put on is inilagay in Tagalog.
This expression is not permissible in Tagalog speech with this type of
sentence.
We go to the show Pumupunta kauri sa We go to the show on

during Sundays. sine kung Lingo. Sundays.
The error is caused by the transfer of the meaning of kung to the
word during. The English preposition on is a direct translation of
Tagalog sa. The use of sa is not grammatically correct in Tagalog;
otherwise the structural meaning of the sentence will be changed.
Common error Tagalog - Correct ion
Do you like to go to Gusto ba ninvong Would you like to

the movies? pumunta sa sine? go to the movies?
The use of won"I d in. English is usual in polite questions. In
expressing politeness, Tagalog is different from English but similar
to Spanish, where the change is in the pronoun you (nimyq instead of
mo). Often the addition of ho in the Tagalog sentence shows greater
emphasis on politeness.
Example: Gusto ho ba ninyong pumunta sa sine?
In an error like this, the cause must be due to the
students' lack of knowledge in English grammar.

32
Common error- Tagalog Corrections

You .just get whatever Kumuha ka na la rig Please help
you like from the alin mang gusto mo yourself to what
table. diyan sa lamesa. ever you would
like.
Please take what

ever you want.
Get is incorrectly used here, but because it is the direct translation
of kumuha, the error is committed unconsciously. Besides, you is not used
for a polite request in standard English, but rather indicates a stern
command.
I'm going to take a I'm going to take a

bath in the river. dip.
I'm going to wash up.
I'm going for a swim.
Of the three correct examples above, going for a swim (or going
swimming 1 is most commonly used in English. It is correct, too, to use
an expression with the same meaning in Tagalog, maglalangoy ako sa ilog,
although this is very seldom heard in actual usage. In almost the same
situation, Filipinos often say take a bath when it should be take a
shower.
Try to ask your Subukan mong tanugnin Please ask your

friends to come, too. ang mga kaibigan mo friends to come, too.
no surnama din.
Try is meant to show a polite suggestion by Filipinos but is
misunderstood by native speakers of English. It is also a direct

33
translation of Subukan. A way of saying please in Tagalog is by using

paki before the verb ask
Example: Paki tanungin mong mga kaibigan no na sumama din.

I'll pass for vou Dadaanan kita. I'll pick you up.
I'll stop by for you.
Will pass is the direct translation of dadaanan. The meaning of
pick up and stop bv in English is not acceptable in Tagalog with this
type of sentence.
Please pass this way. Dumaan ho kayo sa This way. please.

gawing ito.
Pass is the direct translation of dumaan. while please is ho in
Tagalog. This way is translated sa gawing ito. The error is caused
by the interference of the native language.
Who was vour companion Si.nong kasama mo Who went to the

in going to the movies? pagpunta sa sine? movies with you?
Companion is the direct translation of kasama. Friend is kaibigan.
The use of kaibigan in a Tagalog sentence is also correct, but not with
this type of meaning. Often, friend is a better word to use in English
than companion.
34
Common error .Tagalog Correction

"What was your viand Ano ang inulam mo What did you eat
yesterday evening? kahapon sa gabi? besides rice yesterday
evening?
Viand is the direct translation of inulam. The word viand is
uncommon in American English. Probably the translation is caused by
the Spanish word viand a meaning meal in English and ulam in Tagalog.
Vianda is commonly used in Spanish. The improved English sentence
above is not directly translatable into Tagalog.
He is very old already. Siya ay matandang He is very old.

matanda na.
He is very old now.
Alreadv implies sooner than was expected and has no meaning here.
In this sentence, alreadv is the direct translation of Tagalog na- The
error is caused by the transfer of the meaning of the native language.
Common errors Tasaloe Correction
1. They boxed each 1. Nagsuntokan silang 1. They fought each

other. dalawa. other.
2. Pedro boxed Juan. 2. Sinuntok ni Pedro 2. Pedro hit or

(struck) Juan.
The past tense boxed is a direct translation of nagsuntokan in
agalog. The error springs from the transfer of the meaning of
agsuntokan.
The following sentences have the correct uses of the verb boxed:
1. Pedro boxed with Juan.
2. Julio boxed his brother's ear.
3. She boxed me on the ear.

35
Common error Tagalot Correction

The waves washed Dinalang lahat ng The waves washed
away all our cargoes. alon ang lahat ng away all our cargo.
aming mga kargamento.
In English, a cargo is all that is carried on one shin. Cargoes
is a direct translation of mga kargamento in Tamlnfr. The word mga
in Tagalog is a signal for plurality of nouns.
Hold your line, please. Sandali lang po, at Hold the line, please.
tatawagin ko siya.
This type of error is often heard between telephone calls. Hold
the line is an expression absent in Tagalog. Sandali lang po is a
direct translation of Just a moment, please. The error is caused by
a lack of knowledge of the correct expression and by the wrong assumption
that the line is the property of the other person.
Mother arranged the bed. Inayos ng Nanay ang Mother made the bed.
higaan. (kama)
Arranged the bed is a direct translation of inayos ang higaan.
Bed can either mean higaan or kama. The meaning of the improved English
sentence is not right and applicable in Tagalog speech: Ginawa ng Nanay
ang kama. The lexical meaning of this sentence is not relevant in
Tagalog unless the mother used tools in makxng the bed. The error
is caused by the transfer of the meaning of the native expression.

36
Common error -Tagalog Correction

Make your homework Gawin mong araling- Do your homework
tonight. bahay mamayang gabi. tonight.
Whether the word is make or do in English, the equivalent word in
Tagalog is .gawin. The student chooses either make or do indiscriminately.

We had a picture We took pictures.
taking.
We had our pictures
taken.
The first sentence in English is awkward and unidiomatic. Picture
taking is nagretratohan in Tagalog. The error springs from the tendency
to assume that English works in the same way as Tagalog.
Common error Tagalog : Correction
We are ten in the : Sampu kaming lahat : There are ten of us

family. : sa familya. : in the family.
We are ten is a direct translation of Sampu kami in Tagalog. The
error springs from the tendency to transfer the literal meaning of the
Tagalog expression. The expression there are ten of us is not appropriate
in the Tagalog sentence.
flnmrnnn prrnTG Tagalog Corrections
1. Bumaba siya sa 1. She got off the

l. She came down the
bus pagdating ng bus.
bus at Dagupan.
Dagupan.
2. May lalaking 2. A man got out of

2. A ma n came down
bumaba sa taxi. the taxi.
the taxi.
Came is down
a direct translation of bumaba in Tagalog. Sot off
is unidiomatic in Tagalog speech. The error in the second sentence is

37
similar to the first one. They are both caused by the transfer of the
meaning of the native language. However, the correct idiom for the
second sentence in English is not the S£une. In English, we get off a
public conveyance (train or bus) but we .get out of a car. In Tagalog
the same expression is used for either a bus or a taxi.
Common error
Drop in at my home.
At—home is a direct translation of the Tagalog phrase sa bahav.
In English, the phrase at home in this type of sentence causes ambiguity
because it is not clear whose home is meant. In Tagalog, the phrase
sa bahav is clearly understood as the home of the one speaking at the
moment. However, it is also correct to say, "Dumaan ka sa aming bahay"
("Drop in at my house.").
Pedro did not see the Hindi napanood ni Pedro did not see the
new film. I also Pedro ang bagong new film. Neither
didn1t. pelikula. Ako rin did I.
hindi.
Also didn't is a direct translation of rin hindi in Tagalog.
Neither did I is absent in any Tagalog speech.
Common error Tagaloe Correction
Hindi ko malaman I didn't know where

I didn't know where to
kung saan ako papunta to go or what to do.
go and what to do.
at anong gagawin ko.
And is a direct translation of the Tagalog conjunction at. If we
eplace or with and, the Tagalog sentence will be, "Hindi ko nalanan
ung saan ako pupunta o anong gagawin ko." Either of the two Tagalog
38
sentences is grammatically correct but the former is preferred in actual

usage.
Common error
She will give birth She expects her baby

in May. in May.
Will give birth means manganganak in Tagalog. Expects is not
permissible in Tagalog. A Tagalog formal way of saying the same thing
is by changing manganganak to magluluwal. but the former is preferred
in actual usage.
Common error Tagalog : Correction
She removed her dress. Inalis niya ang : She took off her
kanyang damit. : dress.
Removed is a direct translation if inalis. while took off is
itinaas in Tagalog. If we use itinaas in place of inalis the Tagalog
sentence will not be idiomatically correct. Another way of expressing
the same meaning in Tagalog is: "Hinubad niya ang kanyang damit."
Hinubad is a direct translation of undressed.
Miss Cruz called the Si Binibining Cruz ay Miss Cruz called on

girl in pink dress. tinawah and dalagitang the girl in the pink
but the girl couldn't naka baro rosas. ngunit dress but the girl
ang dalaga'y hindi couldn't recite.
recite.
nakasagot.
The prepositional phrase called on is an absent expression and not
applicable in Tagalog . Tinawa^nâlag^ is the direct translation
of yrpanw a pink dress. The error is caused by the transfer of the
meaning of tinawag aT1g dalagita.

39

The lesson begins from Ang aralin (leksyon) The lesson begins on
page 4- ay nagsisimula sa (at. with) page 4-
pahina 4.
The error is caused by the tendency to generalize on the basis of
the native language. The meaning of begins in the first sentence is
nagsisimjplcL_sa in Tagalog. There is interference in the meaning of the
native language.
1. Put the broom on Itabi ang walis : 1. Put the broom in

the corner. sa sulok. the corner.
2. The loafer stood Ang istambay ay : 2. The loafer stood

in the street tumayo sa kanto. on the street
corner. corner.
Sa sulok is a direct translation of either on the corner or in the
corner. Sa kanto is translated in the same manner to either in the
street corner or on the street corner. There is the student's failure
to grasp the patterns that underlie English structures because of its
difference from the native language.
Tagalog Correction
Common error
Hinadlangan siya ni Carmen discouraged
Carmen discourages him
go™pn na pumarito. him from coming.
to come.
To come is a direct translation of pumarito in Tagalog, while fro®
coming, is Trmla ** pagnarito. The improved translation is not permissible
-in Tagalog grammatical structures. The error is caused by the transfer
of the meaning of the native language.

40
Common error -Tagalog Correction

Can you come at home Maari bang pumunta ka
and pay me a visit? Can you come to my
sa bahay at dalawin home and pay me a
mo ako? visit?
Either of the English prepositions at or to is translated to sa in
the Tagalog sentence above. The error springs from the tendency to
transfer the meaning of the Tagalog preposition.
Dr. Santos will operate Si Doctor Santos ang Dr. Santos will
the patient. siyang titistis sa operate on the
maysakit. patient.
The English morpheme on is absent in the Tagalog phrase titistis
sa mavsakit (operate the patient). The student tends to force the
Tagalog structural meaning into the foreign language.
You did not pav the Hindi mo binavaran You did not pav back
peso you borrowed. ang piso na hiniram the peso vou borrowed.
mo.
Binavaran ang piso is the direct translation of pay ohe peso. The
morpheme back is absent in this Tagalog utterance. The student fails
to grasp the patterns that underlie English expressions. He tends to
generalize on the basis of his native language. The error is caused by
the transfer of the meaning of the native expression.
Tagalog, Correction
Common error
Tkinalulongkot naming We regret the incident
We regret very much. very much.
masyado.
Urinali,1 nnrkot is a direct translation of regrst• English, the
•b segrst is transitive; therefore, it requires a direct object. In

41
Tagalog the sentence IkljiajjJAingkot^ masvado is not complete in
itself; it tends to be ambiguous. The improved sentence in English
should be the basis of the Tagalog translation, but students fail to
recognize the error because this kind of pattern is often heard in
actual usage. The Tagalog sentence in order to be complete should be:
"Ikinalulungkot naming masyado ang oangvavari."
Her efforts resulted Ang kayang mga Her efforts resulted

to failure. pagsisikap ay napunta in failure.
sa oagbagsak.
This is another case of using English prepositions carelessly. In
the Tagalog sentence the meaning of sa is either to or in. There is the
tendency to generalize on the basis of the native language.
He rushed madly to Nagkandaluko siyang He rushed madly in

that direction. nagmamadali sa dako that direction.
rivan.
To that direction is sa dako riyan in Tagalog. In that direction
is translated in the same manner. It does not make any difference in
Tagalog whether the preposition to or in is used. Either to or in is the
direct translation of the Tagalog morpheme .sa. The student tends to
generalize on the basis of his am language. The error is caused by the
transfer of the meaning of Tagalog sa.

42
Common errors — taâiUH corrections

1. He lives in a 1. Nakatira siya sa 1. He lives on a
farm. bukid. farm.
2. He 1s on the field 2. Nagpapalipad siya 2. He's in the field
flying his kite. ng saranggola sa flying his kite.
bukid.
The English prepositional phrases on a farm and in the field are
both translations of sa bukid in Tagalog. The semantic change of bukid
in English (farm to field) is one cause of the students' failure to
grasp the correct pattern and to recognize the error. Another cause
is the lack of preposition in Tagalog.
Tears flowed freely Malayang umagos ang Tears flowed freelv

on his cheeks. mga luha sa kanyang down his cheeks.
mga pisngi.
Flowed on is the direct translation of umagos sa. Flowed down will
not be applicatle in Tagalog: "Malayang umagos nababa ang mga luha
niya." The error is caused by the transfer of the meaning of the
Tagalog umagos sa.
They teased Maria to Tinukso nila si Maria Thev teased Maria

Jose. kay Jose. about Jose.
Teased to is the direct translation of tinukso kay, while teased
about is a direct translation of tdnukso tungkol. This is also applicable
in Tagalog provided that the morpheme kay follows the word tungkol;
otherwise the sentence will not be right. The use of the Tagalog
expression tinukso kay is an example of the elliptical structure of the
bv the transfer of the meaning of tinukso

language. The error is caused oy
kay.
43
Common errors
in prepositions
Corrections
1. He will return on 1. Babalik siya sa
August. 1. He will return in
Agosto. August.
2. He will return in
in : 2. Babalik siya
August 10. 2. Ho will return on
Aeosto 10. August 10.
3- He was born on 3. Ipinanganak siya 3- He was born in
1223. noong 1911. 1223.
4• Next election 4- Ang susunod na 4- Next election
time will be on eleksyon ay time will be in
1969. 1262- 1262-
5. I live on 22. 5- Nakatira ako sa 5. I live at 22r
Gagalangin. Gagalangin.
Tondo. Manila• Tondo. Manila. Tondo. Manila.
6. I live in : 6. Nakatira ako sa 6. I live on Gagalangin
Gagalangin street. kalve Gagalangin. street.
7. I live at Manila. 7. Nakatira ako sa 7. I live in Manila-
Mavnila.
8. I live in Rizal 8. Nakatira ako sa 8. I live on Rizal

Avenue. Avenida Rizal. Avenue.
The errors above are indications that the Filipino student's
weakness is mostly in the use of the correct prepositions. Tagalog has
very few prepositions compared with English. The preposition is very
common in the Tagalog usage, whether the meaning is .20, in, is, A£ or
with.
Strange as it may seem, it is har d to be simple, direct
and brief. We have heard Filipino speakers who talked for
an hour and said nothing. They repeated plat es (well-
known truths) with oratorical flourishes and always took
the longest way to reach their goal. They creeled a ôg c.
pretentious words intended to cover up the fact that their
ideas were vague. In other words, they bluffed. Ttovague,
high-flown wordy language they used is calleu „a.gon.
Having been once under the influence of the Spanish tongue, some
Filipino speakers enjoy using flowery words because they try to isdtate
2Ibid.
the romantic language of the Spanish-speaking Filipinos. In Tagalog
they do the same.
We cannot express ourselves simply unless our thoughts

are crystal clear; we must mean what we say. We must be
sincere and conscientious.
Empty expressions clutter up a sentence and waste

valuable time. The best writers edit their work with care,
crossing out every word that is not needed. Filipino
students are especially prone to use unnecessary words.
Clumsy wordy passages should be trimmed down.3
It seems strange, too, that Filipino students are fond of using
unnecessary words in English when they speak simple Tagalog in their
everyday speech. Probably the main reason is their desire to prove to
the world that they have a rich vocabulary in English. It is possible,
too, that they are still influenced by the romantic and figurative
Spanish language—thereby tending to be awkward rather than impressive.
The following are typical examples of awkward, wordy constructions
The indescribably and Ang hindi maipaliwa- Her eyes shone with
brimful feelings of nag at punong-punong pure joy.
happiness and content daindamin ng kaligaya-
ment could be traced han at kasiyahan ay
in her eyes. mababakas sa kanyang
mga mata.
This type of sentence is awkward in the Tagalog usage itself. The
Tagalog words Valigavahan (happiness) and kasiyahan (contentment) are
synonymous.
45
Common error Tagalog; Correction

He was bored, exasper Nakapagod sa kanya at The office bored and
ated i n the office and nakainis ang tungku- exasperated him; he
the best way- to get rid lin; nagpalibang siya sought relief by
of this feeling is to sa pamamagitan ng staying away.
get away from the pagalis.
office.
These are examples of wordy, clumsy sentences. The errors are
simply caused by the students' inprecise thought. Errors of this type
are taken from the Manila Times column "How's Your English" by Jean
G. Edades.
I can't concentrate Hindi ko maiukol ang I can't concentrate

my mind on my lesson. aking pagiisip sa on my lesson.
leksyon.
The English expression my mind is the direct translation of the
Tagalog aking oagiisip. Omitting aking oagiisiu in the Tagalog sentence
makes it incomplete. Ellipsis of aking pagiisip is not applicable in
this Tagalog sentence. The error is caused by the transfer of the native
expression (aking pagiisip).
Tagalog Correction
Common error
Dumanas ng mas7/"adong Mother has suffered

Mother has borne much
hirao sa buhay ang much.
suffering in life.
Nanay.
The shortening of the English sentence shows improvement. Tagalog,
on the other hand, cannot express a complete thought without the emphasis
of the phrase sa hnhar (in_lifs). » <=*nnot ^ elliptical phrase.
The semantic change in the improved sentence is not applicable in
ragalog.
46
Common error Ta galop- Correction

The story teaches a Ang kwento ay nagtu-
moral lesson. The story teaches a
turo ng mabuting lesson.
asal.
Moral lesson is redundant. Moral is the direct translation of
mabuting and lesson of asal. Ellipsis is not applicable for the Tagalog
word nabuting in this type of sentence, for without it, the thought is
not complete. The error is caused by the transfer of the meaning of
mabuting asal to moral lesson.
I'll give it to you Ibibigay ko sa iyo I'll just give it to

tomorrow only. bukas no lang. you tomorrow, (or
simply omit either
only or .just)
Only in the English sentence should be omitted because it conveys
no meaning whatever. Just might be preferable. Either the word only
or just is the direct translation of Tagalog na lang. The error is
caused b y the transfer of the meaning of na lang to only.
Tagalog Correction
Common error
Si Maria ang siyang Maria will copy the
Maris is the one who
sasalin (kukopya) ng poem.
will copy the poem.
tula.
The first sentence ta English is ctay. The phrase i? the on; yho
is the direct translation of an^jsisang ta Tagalog. The semantic change
n ,« . . . • — " cy,crlish is 3.1so applicable in Ta.g3.log.

of the unproved sentence m iui0i-is
Si Maria ang magsasalin ng tula.
Maris will copy the poem.

, t. +ran=fer of the meaning of ang siyang
The error is caused by the trailer
to is the one who will-

47

When I was still a Noong ako'y bata pa, When I was a child,
child, I had plenty ako'y maraming I had plenty of toys
of toys. laruna.
The English word still has no meaning in this type of sentence.
It is different in Tagalog. The sentence will not be complete without
PS (still). The Tagalog morpheme pa is the direct translation of the
word still. The error is caused by the transfer of the native word to
the other.
We the youth must Tayong mga kabataan We young people must

fight this evil. kailangan labanan fight this evil.
natin itong kasamaan.
The English phrase the vouth is old fashioned; young people is
superior. The semantic change to voung people in the improved sentence
is not applicable in Tagalog.
Tayong mga batang taov
The error is caused by the transfer of the meaning of mga kabataan
to the vouth.
Ikaw naman, bakit Why didn't you call

You also, whv did you
hindi mo ako tinawag? me?
not call me?
It is better to say simply ,r'<V didn't you call me," rather than
adding the phrase von also. Toujjlsp is the direct translation of the
Tagalog expression JJawnaEaB. This has no meaning in the English
sentence. It would be correct if the speaker had been asking the same
question of several people and suddenly noticed one person whom he also
wished to blame for not calling him. The error is caused by the transfer
of the meaning of "ikaw naman.

48

The sun had risen in Tumaas na ang araw : The sun had risen.
the east. sa dakong silangan. :
The first English sentence is wordy. It is a typical example of
jargon in English. .In the east in the direct translation of sa dakong
gilangan. The error is caused by the transfer of the meaning of sa
dakong silancan.
Some expressions have been used over and over until they have
become commonplace. They are called trite or hackneyed expressions in
English. Another name for them is cliches. These should be avoided:
Trite expression Tagalog Correction
Our beloved dean will Ang ating mahal na Our dean will now say
now say a few words. dekano ay magsasalita. a few words.
The English trite expression beloved is the direct translation of
Tagalog roahal. The error is caused by the transfer of the meaning of
Tnahql t o beloved. Using the word beloved in an English sentence like
this sounds insincere.
Hackneved expression Tagalog Correction
Paabutin mo kay Alice Please give my regards

Please extend my
ang aking pagpapa- to Alice.
regards to Alice.
halaga.
The word extend is the direct translation of paabutin, while .give is
ibigav. The semantic change to Ibigay is not applicable to this type of

is caused by the transfer of the meaning
sentence in Tagalog. The error is
of paabutin to extend.
49
Hackneyed expression .Tagalog Correction

I am extending m-v Iplnaaabot ko a rig Regards to Pepe.
regards to Pepe. aking pagpapahalaga
kay Pepe.
•I--am extending my is clumsy besides being hackneyed. It is the
direct translation of Ipinaabot ko ang aking. The improved sentence is
reduced or shortened. The error is caused by translating the native
phrase literally.
Commonplace expression : Tagalog Improved
Mrs. Reyes is in the Si Ginang Reyes ay Mrs. Reyes is expecting

family way. nagdadalang tao. a baby, (going to have
a baby) (pregnant)
In the family way is seldom used in English by educated people.
Nagdadalang tao is a direct translation of carrying an individual, which
is not applicable in English. Buntis (pregnant) is preferred by most in
actual usage, although considered taboo by some educated Filipinos.
Probably the reason for using family way is that some people consider
pregnant. expecting a baby or to have a baby taboo in English polite
society.
Tagalog Better
Tuwang-tuwa ako ng I was very happy to

I was very happy upon
mflbasa ko ang iyong read your letter.
reading your letter.
sulat.
Ilnon riding is the direct translation of niLJgiasa. Mo phrase
analagous to to read exists in iagalog.

50
Stilted sentence Tagalog Natural.

I received your letter Natangap ko ang iyong I received your letter
and was very glad to sulat at ako'y tuwang- and was glad to read
read the contents. tuwa ng mabasa ang it.
nilalaman.
The contents is the direct translation of ang nilalaman. The
semantic change in the natural or improved sentence is not applicable in
Tagalog:
Natangap ko ang iyong sulat at tuwant-tuwa babasahin.*
The error is caused by the literal translation of ang nilalaman.
English is not our native tongue, and only a few of us are born
with literary talent; yet every normal Filipino can and should learn
how to make clear and correct sentences out of it. Since we must
constantly communicate in learning the language, we must be able to
express ideas accurately and effectively. Of what value is learning
English if the student cannot express it clearly?
We must be simple in expressing ourselves in English. The day of
long, involved sentences—such as were employed by Washington Irving-
is over. This is an age of simplicity and brevity. Our main thought
should always emerge crystal clear.

Most of the Filipino students fail to achieve clearness by not
knowing exactly what they want to say and by not arranging their ideas
+ n thP rules They fail to achieve unity,

m sentences according to the ruie
coherence and emphasis .

i4cal significance in English sentences and
Order is of great graimnaticai sigi
j.+• nf Tagalog. Robert D. Wilson^ states in his
is very different from that of lagaiog
x>nr. FHiriinos that "the main pedagogical
brink EncrTi ah Sentence
^Professor of English: Atenao University (Manila, Philippines.)

51
methods that should be employed upon the Filipino students of English

are
pattern analysis, pattern practice and pattern composition."
He states further that "courses which treat paragraph writing alone
fail to persuade the students by not teaching them how to use English
for the business of daily living. With a command of the basic sentence
patterns, the student may proceed to paragraph writing."
Errors in verb form are among those which most frequently occur
in the written work of students in the Manila public high schools.
Among the most common types of such errors are the following:
I. THE USE OF THE SIMPLE FORM AFTER TO BE:
1. If I were to be Kung ako ang 1. If I were to be

ask, tatanungin, asked.
2. There were promises May mga pangako 2. There were promises

to be fulfill. na da-pat turoarin. to be fulfilled.
The inflection ed in English is not present in the Tagalog verb
for this type of sentence. To be ask is the direct translation of
tatanungin: fulfill is tuoarin. The errors are caused by the transfer
of the pattern in Tagalog.
II. THE USE OF THE SIMPLE FORM AFTER TO HAVE IN THE PERFECT INFINITIVE:
flnTrrmnn Tagalog Corrections
1. pat tumawag ka. 1. You ought to have

l. You ought to have
phoned.
nhone.
Siya ay dapat 2. She is supposed
2. She is supposed to 2.
dumating ngayon. to have arrived.
have arrive today.
napat taoos. ka 3- You ought to have
3. You ought to have 3- finished bv now.
finish bv now. na ngayon.
52
The errors are the direct translations of

the underlined words in
Tagalog.

1. What is your plan Anong balak mo
ba? 1. What is your plan?
ba?
2. Answer the : 2. Sagutin mong mga 2. Answer the questions.

questions ha? tanong ko ha?
3. Get those books : 3. Kunin mong mga 3- Get those books

naman. libro naman. please.
4• Imelda earned the : 4• Kinita ni Imelda 4- Imelda earned the
money eh. ang pera eh. money.
The worst types of errors committed by Filipino students of English,
and are often subject to ridicule by those who have a good command of
the language. The errors are caused by the transfer of the absent
categories ba, ha, naman and eh to the foreign language. The transfer
of the mistakes is clear but students still make such errors. Ba is a
Tagalog enclitic used in questions. Ha is a form of assurance of the
positive answer to.the question. Naman is a form of saying please.
Eh is a Tagalog enclitic used often after a sentence. Ba and eh are
both Tagalog enclitics not present among the other Philippine languages.
Common errors Taealog Correction
Tanong: Manonood ka Question: Will you

Question: Will you
ba ng laro? attend the champion
attend the champion
ship game?
ship game?
crn+.: Hindi na. Answer: No, I won't.
Answer: No more.
The error is caused by the transfer of the native language hrndi
M, which is the direct translation of nomore in English. The correct
answer in the Unproved sentence, "No, I won't," is not permissible in

53
Tagalog, because it would mean a double negative answer.
Common error : Tagalog Correction

Buy egg for us. Bumili ka ng itlog Buy eggs for us.
para sa amin.
Buy some eggs for us.
Tagalog does not always show whether a noun is singular or plural.
The word amin Cus) indicates that several eggs will be bought. The
use of mga itlog is another way of showing the plurality of the noun
itlog Cegg) but it is not necessary in this type of sentence. It is
different in English. If several eggs are to be bought, the speaker
has to give the plural form of egg. The error is caused by the transfer
of the singular form of itlog (egg).
Read carefully the Basahin mong mabuti Read the sentences

sentences. carefully.
Tagalog uses how adverbs between the verb and direct object
positions. The error is caused by the transfer of the Tagalog word
mabuti (.carefully) to the position it would occupy in the native
language.
Tagalog Correction
Common error
Ipinabili ni Amor Amor sold Fe her

Amor sold to Fe her
kay Fe ang kanyang watch.
watch.
relo.
English doesn't use the preposition to with the noun or pronoun in
the indirect object position. The error springs from the direct trans-
lation of Tagalog kay.

54
Question: Why didn't Tanong: Bakit hindi
you come to the party? Question: Why didn't
ka dumalo sa you come to the party?
handaan?
Answer: I felt bad, Sagot: Masama ang

I had a cold. Answer: I didn't feel
pakiramdam ko. well. I had a cold.
Nagkaroon ako ng
sipon.
The error springs from the direct translation of Tagalog masama to
English bad. There is transfer of the meaning of masama.

Look at that man, Tingnan mo yaong Look at that very
very tall! mama, ang taasI tall man.
Look at that man.

He's very tall,
isn't he?
The error springs from the direct translation of ang taas. which is
very tall in English. It is also correct to use Tagalog sentences
patterned after the improved English sentences above but the form cited
is preferred in actual usage.
Verv warm todav! • Ang init ngavon! : It's very warm today!
Yerv worm today is an exact translation of tolt ngayon. Students
often leave out the impersonal pronoun it in English, instead translating
the native language word for word.
Tagalog : Correction
Ang ganda ng bahay! : That is a very beautiful

Verv beautiful the : house.
house!
55
Very beautiful th^house is a word-for-word translation of ang ganda
r^bahaj. The error springs from the transfer of the same patterns in
Tagalog. This, together with the foregoing errors, is an example of
verbless sentences patterned after the native language.

Everybody are welcome. _Ang lahat ay tina- Everybody is welcome.
tanggap.
The word everybody in English needs a singular form of the linking
verb. The error springs from the mistaken notion that the Tagalog
ligature jiy is equivalent to the English verb to be. The meaning of
everybody in Tagalog is all. Wiether a subject is plural or singular
in a Tagalog sentence, the ligature ay remains the same. The confusion
lies in the change of the form of the English linking verb, an absent
category in Tagalog.
A: Hindi ko nakita A: I didn't see that

A: I didn't see that
ang pelikulang yon. movie.
movie.
B: Hindi ko rin na B: I didn't. either.
B: I didn't see it
also. kita.
Neither the word too nor alao is used with completely negative
forms in English. It is different in Tagalog. Hindi is ditait or don!t
in English. The error is caused by the transfer of the meaning of rin
(too or also) which is used with htadi, a completely negative form in
Tagalog.
56
Common error Tagalog; Correctson

My brother only built Ang kuya ko lang ang
the house. My brother built the
guroawa ng bahay. house by himself.
The error is caused by substituting only Tor a bv-refl e-rive
because the former underlined word is the direct translation of Tagalog

lang.

A: How many pieces A: Ilang piraso ang A: How many pieces
will you buy? bibilhin mo? will you buy?
B: Even how many. B; Maski ilan. : Any number will do.
A: How much do you A: Magkano ang gusto Ar How much do you

want for that mo diyan sa want for that
bracelet? puiseras? bracelet?
B: Even how much. B: Maski magkano. : B: Any amount will do.
Both errors are caused by the direct translation of the Tagalog
words. Maski ilan is even how many while maski magkano is even hew
much.
You didn't do your Hindi mo ginawa ang You didn't do your

homeworkj did you? araling bahay ano? homework, did you?
And you also. Did At ikaw rin. Ginawa Well, what about you?
you do yours? mo ba? Did you do yours?
Introducing questions with and you also is not acceptable English.
Tbe error springs from the direct translation of the Tagalog expression
.at ikaw rin to the English phrase _yo]i_also.

and
Ta galog — Correction
Nakita ko siyang I saw him take your

I s.aw him took your book.
book. kinuha ang libro mo.
57
The infinitive form should be used fnr. +v,

used lor the second verb in an English
sentence of* this tv™De« Thp -? r- it
caused by the direct translation of
nakita to saw and kinuha to took. There r ~ ,,
nere is transier of the same Tagalog
form of the verb.
Common errors _Tagalog Corrections

Teresa is very tired Si Teresa ay masva- Teresa is too tired
to play with us. dong pagod na to play with us.
makipaglaro saamin.
These books are very Itong mga librong These books are too
heavy to carry. ito ay masvadong heavy to carry.
mabigat dalhin.
In an English sentence in the sequence intensifier-adjective-to-
action verb when the action of the verb cannot be carried out because
of a condition expressed by the adjective, the intensifier must be too
rather than very. It doesn't make any difference in Tagalog. Both
very and too have the same meaning in Tagalog speech. Either very or
too is the direct translation of masvado.
Tagalog Correction
Tou were at the partv. Naroon ka sa handaan, You were at the partv.
no? hindi ba? xêren't vou?
In an English tag question, the pronoun used always refers to the
subject of the statement Tagalog uses an invariable phrase. The
error springs from the direct translation of hindi to no.
Tagalog Correction
Ang aking baro ay My dress is the same

% dress is the same as yours.
as you. papareho sa iyo.
The error springe from the direct translation of the Tagalog word
iyo to English you. The correct English pattern would have been
closely similar to. Ang aking baro ay kapareho rig sa ivo " The
problem is that the example above, without ng, is often heard in actual
usage.
Common error —.Tagalog. ; Correction

We were invited by a Kamiy kinumbida ng : We
~ were invited by
friend and he took us isang^kaibigan at : a friend who took
home later. saka inihatid sa : us home later,
bahay. :
And is the direct translation of the Tagalog word at. The use of
the meaning of who is not accepted in Tagalog speech with this type of
pattern. The error is caused by the transfer of the native language.
I would appreciate very Lubos kong pasasa- I would appreciate

much if you will file lamatan kung ihaharap it very much if you
the petition. mo ang kahilingan. will file the petition.
The error is caused by omitting the pronoun It after the verb
appreciate. The pronoun it is not present in a Tagalog sentence of this
type.
Tagalog Correction
Common error
Gusto niyang magaral He wanted to study

He wanted to study
ng radio pagtapos radio after his
radio after his
m'ya sa mababang graduation from the
graduation from elementary school.
elementary. paaralan.
The English determiner ths is absent in the Tagalcg sentence above,
ahelemantgry is the direct translation of sa mahabang paaralan. The
Tor is caused by the absence of ths in the native language and the
ansfer of Tagalog sa to the other.

59

He did not signal Hindi niya binigyan
to the driver of He did not signal
ng hudyat ang nag- to the driver of the
the following auto memaneho ng sumusunori
mobile. automobile following.
na sasakvan.
The English participle must sometimes be put after the word it
modifies. The error is caused by the translation of the Tagalog phrase
Sumusunod na sasakyan. When the word following introduces a series in
English (and in no other cases), it precedes the noun modified.
Examples:
On the following day. . .
Do the following exercises: . . .
Remarks: "That is not Pananalita: "Hindi Remarks: "That is not

easy." iyan madali." easy."
Reply: "Yes." Sagot: "Oo." Reply: "No."
"No, indeed."
"Pardon me, but I

think it is."
The error is caused by the direct translation of the Tagalog
answer, Oo, to yes. The Tagalog answer Oo figuratively means "Tt_ is not
easy."
Tagalog Correction
_ L/OiniTion error
Tanong: Dumating na Question: Did the

Question: Did the newspaper come?
newspaper come? bang pahayagan?
Answer: No. it didn't
Answer: There is none • Sagot: Wala..
j translation of wala to there is none.

The error is caused by the
thp English negative morpheme, no. It
Hindi is a direct translation of the Engns
60
is also right to use the answer hinri-i

answer hindi in Tagalog. Unfortunately it didn't
is an absent phrase in Tagalog.
English speakers pay particular attention to the correct use of
taR-questions or £nd questions in their language. There are many rules
governing such questions in English:
1. When the statement is positive, the end-question is negative.
Example: The weather is lovely, isn't it?
2. When the statement is negative. the question is positive.
Example: Your friend does not like cheese, does he?
3- If the statement contains a helping verb, repeat that verb in
the end-question.
Examples: a. They are coming tomorrow, aren't they?
b. Mary won't swim too long, will she?
c. Joe has been working hard, hasn't he?
d. The boys don't know the way, do they?
4. If any form of to have is used without a helper, either repeat
that form or change it to the correct tense of to dp as
explained in Rule 5 •
Examples: You haven't any money, have you? or (do you?)
He has a scooter, hasnli he? or (doesn't he?)
He ^pan't have a scooter, does he?
5. When the verb in the statement is not a form of t^be and ha^no
helper, use the corresponding tense of toô in the end question.
Examples: a. The birds start singing early, toll they? (present)
b. It looks like rain, dossal it? (present)
George lost his pen, dUol he? (past)

c.
61
Tagalog speakers, on the other hand, do not give much attention to
the observance of these rules in end questions, because their native
language behaves in a different manner. The literal meanings of most
of the Englxsh end-questions are absent in Tagalog speech. The following
examples of errors xn end questions prove the former and latter statements

You ought to ask Kailangan humingi ka You ought to ask
permission first, no? muna ng pahintulot, permission first,
hindi ba? oughtn't vou?
negative word hindi. which is the direct translation of the English
negative word no. Ba is a Tagalog enclitic used in end or information
questions.
They musn't pick the Hindi nila dapat They musn't pick the
flowers, isn't it? pitasin ang mga flowers. must they?
bulaklakj hindi ba?
The error is caused by the transfer of the meaning of hindi to not.
Nahanap na ng dala- The girl has found

The girl has found
gita ang lapis sa the pencil by now,
the pencil by now,
oras na ito, ano sa hasn't she?
what do vou think?
palagav mo?
• caused
The error xs -a w
by one transfer
urausj-c of the whole Tagalog information
, „ direct translation of what do you think,
questxon, ano sa pala gayr mo, tne a_re
62
Common error Tagalog

You could make another Makakagawa ka uli ng You could make another
kite, no? isa pang sarangola, kite, couldn't vou?
ano?
Here the literal meaning of the Tagalog morpheme ano is what in
English, but this word is always used in any form of end or information
question in the native language.
They weren't very Hindi sila masyadong They weren't very

eager to come, no? sabik pumarito, ano? eager to come, were
they?
The error is caused in the same way as in the foregoing example.
Since the Tagalog end-question ano is not applicable in English, the
student has to substitute a loan translation from the Spanish meaning
of no.
Nobody would like to Walang may gustong Nobody would like to

pet the lion, nobody? magalaga sa leon, pet the lion, would
wala ha? he?
In this situation, the word nobody is understood to mean the
negative form of would. The end-question therefore should be affirmative.
The error is caused by the transfer of the meaning of wala which is
understood to mean there is nobody in this Tagalog sentence. Ha is
another form of Tagalog enclitic used in questions whether it be information
or end question.
63
Common error 1 Tagalog

We had two books in : Mayroon tayong dala- : We had two books in
the car. isn't it? : wang libro sa kotse, : the car. didn't we?
: hindi ba?
The error is caused by the absence of the meaning of didn't in
this type of Tagalog speech.

My sister doesn't Walang kutsara ang My sister doesn't
have any spoon, no? aking kapatid na have any spoon,
babae, ano? does she?
The error is caused by the absence of a form translating does in
this type of Tagalog speech, as are the two following:
The janitor worked Ang dyanitor ay The manitor worked

hard all day, no? maghapong nagtrabaho, hard all day, didn't
ano? he?
Rose doesn't like to Si Rose ay ayaw Rose doesn't like to

go on hikes, no? maglakad, ano? go on hikes, does she?
Si Soledad ay papa- Soledad will come

Soledad will come
rito mamaya, ano? later, won't she?
later, no?
The error is caused by the absence of tag questions witn repeated
auxiliaries in Tagalog, as are the three following.
Tagalog 1 Correction
Ako ang panalo, hindi : I'm the winner, am

I'm the winner, no? I not?
ba? *
64
Common error ... Tagalog
I'm not to blame, no? Hindi ako ang masi- I'm not to blame,
sisi, ano? am I?

George was late, no? Si George ay nahuli, George was late,
hindi ba? wasn't he?

I don't know if how Hindi ko alam kung I don't knew how
many men came today. ilan ang lalaking many men came today.
dumating ngayon.
The error is caused by the translation of the Tagalog word kung or
if. This should be omitted in the English sentence above.
The subject of his Ang paksa ng kanyang The subject of his

article is about lathalain ay tungkol article is drama.
drama. sa drama.
The error is caused by the transfer of the meaning of tungkol to
about. This should be omitted in the English sentence above.
Corrections
Fnn.iiqh is normally used only to signal

The progressive tense m English is noma y
!i error is caused by the
meaning "continuous occurrence.
•r on going aspect in nagaaral to studying,
nsfer of the meaning of the on going a *
65
Common errors .Tagalog Corrections

1. My watch is • Abante ang orasan
advanced. 1. My watch is fast,
ko.
2. My watch is : 2. Atrasado ang 2. My watch is slow.

behind. orasan ko.
The errors are caused by the transfer of the meanings of abante
and gtrasado to advanced and behind respectively. Abante and atrasado
are loan translations from. Spanish. The use of the meanings of fast
and slow are both permissible in Tagalog by a change of the structural
meaning of the sentence in English.
(Mabilis ang takbo ng orasan ko.

(
(My watch runs fast.
(Mahina ang takbo ng orasan ko.

(
(ffy" watch runs slowly.
Orasan is a pure Tagalog word, but the Spanish loan word relo is
preferred by Filipinos in actual usage.
Tagalog Correction
Common error
Umiinum ako ng gamot I take medicine three

I drink medicine three
tatlong beses sa times a day.
times a day.
isang araw.
word umiinum to drink. The use of the word meaning take is not permissible
in Tagalog.
66
Common errors -Tagalog Correctj on<^

1. I do not care Hindi ko pansin
even what grade 1• I do not care
kahit anong marka what grade I
I get. ang makuha ko. get.
2. Even how cold Kahit anong lamig
it is, I don't 2. However cold it is
ng panahon hindi I don't wear a
use a sweater. ako gumagamit ng sweater.
sweter.
Eygn whajt and even how are both the direct translations of kahit
flnong- What and however are both absent in Tagalog speech. The errors
are caused by the transfer of the meaning of the Tagalog phrase kahit
flftopg, which means either even what or even how.
Question: Won't you Tanong: Sasama ka ba Question: Won't you

come along? sa akin? come along?
Answer: I don't like. : Sagot: Avoko. Answer: I don't care

to. I would rather
not.
The error is caused by the translation of ayoko as the whole
English utterance, I don't like. The first correct answer, I don't
Care to. is not permissible in this type of sentence. J would rather not
is absent in Tagalog speech.
flnmmnn srrnr<? Tagalog Corrections
1 Pa crl i lingkuran 1. The maid will

1. The maid will
tayo ng utusan. wait on us.
serve us.
2. Halika na mahu- 2. Come now, we
2. Come alreadv we shall be late.
shall be late. huli tayo.
, +h transfer of the meanings of paglilingkuran

The errors are caused by tne
. , -respectively. The use of the meanings of
id na to will serve and already respecuxve j
__ ^ J ... tvI3es 0f sentence is not permissible in Tagalog.
•11 wait and now with these type
67
Common error
__x d K d J-OSJ Corrections
I have a bad feeling. |îsama_ang pakiramdam I feel bad.
ko.
I feel sick.
I feel ill.
The error is caused by the transfer of the meaning of masama ang
pakiramdam to bad feeling The meaning of the first correct sentence
in English is permissible in Tagalog.
1. Nobody likes him 1. Walang nakaka- 1. Nobody likes him

because he is very gusto sa kanya, because he is very
aristocratic. dahil masyado snobbish.
sivang aristo
krata.
2. Maria has the bad 2. Si Maria ay may 2. Maria has the bad
custom of copving. masamang kostumbre habit of copying.
ng pangungupya.
Both errors are caused by the transfer of the Spanish loan
translations aristokrata and kostumbre to aristocratic and custom. The
pure Tagalog word for aristokrata is mapagmalaki while kostumbrg is
ugali. Ugali is a direct translation of habit, but some Filipinos prefer
kostumbre to ugali.
Tagalog Correction
Common error
Ako ang nananahi ng I make my own dresses,
I sew my own dresses.
aking mga damit.
SB, is the di
rect translation of nananahi. Ste is sffiagaaa. Both
nings of^ and make are permissible in Tagalog, but sananghi is

uor,„ The error is caused by the translation
ferred by most native speakers. ±ne ex
the preferred native word.

68
Common errors Jfagalog

Corrections
1. Repeat the 1. Ulitin mo pa.
sentence again. 1• Repeat the
sentence.
2. You must return 2. Bumalik ka uli
again next week. 2. You must return
sa isang linggo. next week.
In English, the words repeat and return have the same meaning as
again. It i s permissible to omit or retain the words pa and uli in the
Tagalog sentences above. The first error is caused by the transfer of
the meaning of pa to again. Tagalog pa literally means still in English

but students mistake this meaning for the word again. The second error
is caused by the transfer of the meaning of uli to again.
Who did the crime? Sinong gumanap ng Who committed the

krimen? crime?
Did is the direct translation of gumanap. The word committed has
the same meaning as did in Tagalog.
Pedro has a Si Pedro ay Pedro has some

(sentiment. (mav sentinvento. resentment against
(bad feeling with (masamang damdamin Juan.
Juan. kay Juan.
Sentiment is the direct translation of the Spanish loan word
sentimvent.n while bad feeling is masamang damdamin. The error is
caused by the translation of sentimyento and masamang damdamin.
Ta galog Correction
Common error
How is Mrs. Santos?
Kumusta ang inyong
How is your Mrs.?
Misses?
69
In English, it is not very polite to call somebody's wife, plain
Mrs. Tagalog speakers, on the other hand, have the habit of saying
Biases Ota.) Without the last name. Filipinos probably think that the
name fa. (Misses) indicates that one is above the lower class of wives,
that is, the minorities or the uneducated and poor wives.
Common errors Tagalog; Corrections

1. The maid forgot 1. Nakalimutan ng 1. The maid forgot
to prepare the utusan na ihanda to set the table,
table. ang hapag ng
kainan.
I asked the drug 2. Sinabe ko sa mag- 2. I asked the drug

gist to prepare the titinda sa botika gist to fill the
medicine for the na ihanda ang doctor's
doctor's gamot na reseta prescription.
prescription. ng manggagamot.
Both of the errors above are caused by the transfer of the Tagalog
meaning if ihanda. to prepare. To set and to fill are not applicable
to this type of Tagalog sentences.
The girl is very Kay darning arte ng The girl is full of

artificial. babae. affectation.
The error is caused by the translation of the Spanish loan word
The pure Taî" ™or>d for af fectation is pagkukunwari

1
arte as artificial.
It is also correct to use the same meaning of pagkukunwari, but Filipinos
prefer the loan word arte.
Tagalog Correction
Gusto mo pa bang Pn you want another

Do you want to get helping of paneit?
gore paneit? pansit?
fas is the direct translation of pa. The meaning of another

70
helping is not applicable in the native lan™- Tlla

xanguage. The error is caused
by the translation of pa as more fpari„-;j. • n, .
li&Qcit is a Chinese dish very common
in the Philippines.)
Common error
I am finished.
I have finished.
I am through with the

work.
The error is caused by the transfer of the meaning of ako to I am.
The meaning of I have finished is not applicable in Tagalog.
1. Did you took the Kinuha mo ba ang Did you take the
car? kotse? car?
2. I did not went : 2. Hindi ako puma- I did not go to

to school sok sa paaralan school yesterday.
yesterday. kahapon.
3. Does she works : 3- 3. Does she work in

in the office? siya sa tanggapan? the office?
4. She work in the : 4- Nagtatrabaho siya 4- She works in the

office. sa tanggapan. office.
In English, the verb that follows do is always in the infinitive
form. The three English forms did, does and .inflections are not present
in the Tagalog sentences. The errors are caused by the transfer of the
meanings of the following Tagalog words.

took
a. kinuha
b. pumasok went
c. nagtatrabaho works
d. nagtatrabaho work
Either nork or H2E&I moans mgiatiataha In Tagalog.

71
Common errors in a convfirsat.inr,

Sigalog interpretation
A: Did you took the ball?
A: Kinuha mo ba ang bola?
B: Yes, I took.
B: Oo, kinuha ko.
A: Where did you place?
A: Saan mo inilagay?
B: I hid.
B: Tinago ko.
A: Why did you hide?
A: Bakit mo tinago?
B: Because my brother eh. B: Kasi, ang kapatid ko eh.
Corrections:
A: Did you take the ball?
B: Yes, I did.
A: Where did you place it?
B: I hid it
A: Why did you hide it?
B: Because my brother might ask for it.
A direct object in English should not be deleted in a conversation,
but changed to a pronoun. A direct object in Tagalog, on the other
hand, may be eliminated after it has been mentioned once. The errors
are caused by
(1) the assumption that English works in the same manner as Tagalog.
(2) the transfer of the enclitic eh to the foreign language.
(3) the direct translation of the native language word for word.
Common errors in a written composition are direct translations from the
native language:
Last Sunday, my brothers, friends, relatives and I went
svdjnming in Balara. It was a lovely day for an outing. The sum
^brightly. The sky is clear b!ue. The water ia cool and
refreshing. We enjoyed ourselves very much.

Tagalog translation:
Noong nakaraang linggo kami ng mga kapatid kong lalaki,
mga kaibigan at mga kamaganak ay naligo sa Balara. Napakaganda
ng panahon para sa pagliliwaliw. Ang sikat ng araw ay napakali-
wanag. Ang langit ay malinaw ang pagkabughaw. Ang tubig ay
malamig. Napakasaya namin.
Correction:
La3t Sunday, my brothers, friends, relatives and I went
swimming in Balara. It was a lovely day for an outing. The
sun shone brightly. The sky was clear blue. The water was
cool and refreshing. We enjoyed ourselves very much.
The errors are caused by the big difference in the use of tense
between the two languages . The paragraph in English tells about a past
situation and therefore requires verbs in the past tense. Both Tagalog
and Engli sh have aspect and tense, but the Filipino speaker is more
conscious of aspect, the action without reference to time. There are
just two words that signal the past situation of the Tagalog paragraph.
They are noong (ago) and nakaraang (last). The rest of the Tagalog
sentences are in the present tense.

CHAPTER VIII
SUMMARY OF FINDINGS
It is now the burden of this chapter to su»ize the data presented
in earlier chapters to attempt to determine what they indicate.
The findings of this study can best be summed up by enumerating
briefly the causes of the errors often made by a Filipino learner of

English.
1. The errors, taken as a whole, are mostly direct translations
from the native language.
2. Absent forms in the native language which are present in
English account for a large number of the errors.
Examples:
(a) inflections of present, past and past participle
form of verbs
(b) inflections of the plural form of nouns
3- The tendency to transfer categories of the native language
not present in English is very common.
(a) the enclitic ba for question forms
(b) the enclitics ha and naman, two ways of saying please
in the native language
(c) the enclitic eh in completing the sentence
U. The transfer to English of the literal meaning of a Tagalog
morpheme, word or phrase is rery common, especially in the mode
of expression of the target language.

74
Example:
I knew there was someone at mv barV
Alam kong may tao sa likod Vn
The transfer to English of the figurative meaning of a Tagalog
morpheme, word or phrase is often found.
Example:
* Open the radio.
Buksan ang radyo.
Loan translations from Tagalog Spanish to English result in
the improper selection of the word.
Example:
I can't go, 1 already have a compromise
Hindi ako makakapunta, mayroon na akong kompromiso.
Tagalog has very few prepositions compared to English, a cause
of the students' weakness in the use of English prepositions.
Some Tagalog sentences being verbless, the Filipino students
tend to use the same pattern in English.
Example:
Ang ganda ng bahay!
* Very beautiful the house!
Be, have and do , English auxiliary verbs, are not found in
Tagalog speech, thereby giving Filipino students a hard time
learning their correct use.
The intensifier vgu Is often used instead of too because
Tagalog uses much reduplication in adjectives to signal the
degree of intensity.
Example:
75
too lazy
tamad na tamad
very beautiful
ang ganda ganda
11. A direct object in Tagalog may be eliminated from a conversation.
In English i L, is changed to a pronoun. Filipino learners of
English often eliminate the direct object in a conversation.
12. Tag questions in Tagalog are complicated because they do not
follow rules as they do in English. Filipino students tend
to transfer their own way of using tag questions.
13« The form of the verbs in English is a signal indicating the
time, while some verbs in Tagalog do not specify the tense,
especially when they are used in context. This difference
gives the Filipino learner of English difficulty in using
English verbs in context. He has a good grasp of tense at
times when the verbs are used in isolated sentences.

CHAPTER IX
CONCLUSIONS
Within the limitations of this study, it is reasonable to make the

following conclusions:
1. The meaning that is associated with a certain morpheme, word
or expression of one language, whether it be literal or
figurative, is not always applicable to another.
2. English uses inflections in nouns and verbs while Tagalog uses
affixes in the verbs alone. The plural form of Tagalog nouns
is signified by mr:a or marami before the noun. Sometimes it
is signified by the numeral.
3. The use of enclitics is very common in Tagalog speech. It is
not so common in English.
U- Tagalog has very few prepositions. English has many of them.
5. Some Tagalog sentences are verbless, while English cannot do
away with verbs .
6. The English auxiliary verbs be, have and do are not present in
Tagalog.
7. The degree of intensity in Tagalog is often signalled by the
reduplication of the adjective. English has certain word
intensifiers.
8. A direct object may be eliminated from a Tagalog conversation.
It may not be in English.
9. Tag questions in Tagalog folio* a pattern unlike that of English.

77
10. Some verbs in Tagalog do not specify the tense, especially
when they are used in context.
The foregoing statements make the researcher conclude that
ontrastive analysis between English and Filipino or Tagalog is necessary
n solving the teaching and learning problems of teacher and student
like.
CHAPTER X
RECOMMENDATIONS
In the light of the findings of this study, it is recommended that:
I. In the teaching of English to Filipino students, the teacher

1UBt' hBV9 the following Important things in mind f-jycH-.
a. He must know how the patterns and forms of the native
language of his students differ from those of English.
b. He must present these forms and patterns accurately in
meaningful situations so that they are clearly understood.
c. The patterns and forms should be drilled on correctly until
they become automatic.
d. The teacher should make an effort to help his students
think in English; that is, he should make his students
speak English without first thinking in their native language
and expressing their ideas in English through translation.
II. In the teaching of English to Filipino students, vocabulary
ghoulH be taught with more emphasis on the mastery of a new
word in relation to the context. The idiomatic expressions in
common use should be taught effectively. Since the bulk of
most of the errors involve prepositions, these should be taught
thoroughly, too. The English idiomatic expressions, the meanings
of which are different from the native ones, whether they be
literal or figurative, should be given much attention and
practice.
79
HI. In the teaching of English to FUipin0 students, the sentence
Mttsma should be taught with emphasis on the following:
1. English uses inflections in the plurality of nouns and
tenses of verbs. Paradigms should always be ready.
2. Enclitics are common properties of Tagalog speech. They
are not so common with English.
3- The correct U3e of English prepositions is very important.
U. The order OJ English sentences is of great grammatical
importance.
5. The English auxiliary verbs b§, have and do should be
taught thoroughly.
6. The correct use of the English intensifiers should be

stressed.
7. Teaching the direct object of English sentence patterns,
especially in a conversation or dialog, is important.
8. Much drill should be given on the English tag questions.
The rules should be followed.
9. The contrasting behavior of verbs between English and
Tagalog, especially in a written composition, should be
given attention and should be explained well to the
students.
IV. In the teaching of English to Filipino students, the main
pedagogical methods that should be employed are.
a. pattern analysis
b. pattern practice
c. pattern composition
a. Pattern analysis makes the student aware of the structure
80
Of the sentence and the meaning of that structure. Examples
should be presented, terminology should be explained,
pertinent comments should be made and rules should be
derived.
Pattern practice has for its objective the formation of
a new set of language habits through a conscious process
that eventually becomes intuitive. Nobody should think of
the rule3 as he speaks. More practice should be given to
thoee sentence patterns which will substitute for the
common errors of Filipino students.
Pattern composition should begin by having the students
memorize a number of dialogs so that they will eventually
get a feel for the frame or unity of the dialog. This
should be followed by the free imitation of model dialogs,
encouraging the students to use English after they have
left the classroom.

81
BIBLIOGRAPHY
ion to
Cascolan, Hinda L. Reactions to Portions of the Swanson Report on

Language Learning:Report submitted to the Curriculum Division
Bureau of Public Schools, Manila [no date].
Castillo, Carlos, and Otto Bond. Spanish English Dictionary. Chicago:

University of Chicago Press, 1966.
de Dios, Reynaldo, and Felix M. Manalili. Pocket Dictionary. English-

Tagalog Vocabulary. Manila: Pressman Printers and Publishing,
Inc., 196U.
da Saussure, Ferdinand. Course in General Linguistics. New York:

Philosophical Library, Inc., 1959.
Edades, Jean Garrett, and Jose M. Hernandez. English for Filipinos.

Manila: Hernandez 6 Edades Company, 1949-53.
Eepino, Federico Licso, Jr. "The Sound of Juan's English," Philippine

Saturday Mirror Magazine, November 9, 1968.
Itancis, Nelson W. The Structure of American English. New York:

Ronald Press Company, 1958.
Fries, Charles C. American English Grammar. New York: Appleton-Century-

Crofts, 1940.
. Teaching English as a Foreign Language. Ann Arbor:

University of Michigan Press, 1945.
Gil, Concepcion M. A Brief Course in Freshman English for Filipino

Students. Manila: Novel Publishing Company, Inc., ±ybd.
Gleason, H. A. , Jr. An Introduction to Descriptive Linguistics

York: Holt, Rinehart and Winston, Inc., 1961.
. Linguistics English Grammar. New York: Holt,

Rinehart and Winston, Inc., 1965.
Haugen, Einar. The Norwegian Language in America. Philadelphia.

University of Pennsylvania Press, 195 .
inn Arbor: University
Lado, Robert. English as a Foreign Language. Ann Aroo
of Michigan Press, 1963.
New York:
Nelson, Francis W. The Structure of American English'
Ronald Press, 1958.
St. Martin's
Nist, John. A stn..rfi.Tv»l History of j^glish- New York.
Press, 1966.
82
NSÎS;."AChUVlne G°°d EngliSh'"^T. Quarterly. July.
Roberts,^Paul.^Patterns of English. Hew York: Harcourt, Brace and
Rosalea Rasaric. "Preventing and Correcting Errors in Verb Form,"

M. S. T. Quarterly, July-October 1963.
Serrano, Leopoldo R. Rizal and the English Language in the Grade

Schoo] (July, 1961).
Smith, Henry Lee, Jr. "The Teacher and the World of Language."
In Readings in Applied English Linguistics. H. B. Allen, ed.
New York: Appleton-Century-Crofts, 1958.
Stockwell, Robert P. A Contrastive Analysis of English and Tagalog,

part I. Los Angeles: University of California, 1957.
Weinrich, Uriel. Languages in Contact. The Hague: Mouton, 1963.
Wilson, Robert D. English Sentence Patterns for Filipinos, vol. I.

Benipayo, Philippines: Press Manila, 1957.

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The English Errors of Filipino Students:

Salvacion Sabile Aramburo

fulfillment of the requirements for the degree of

Master of Arts in the Department of Linguistics

Fresno State College

II. STATEMENT OF THE PROBLEM 4

III. IMPORTANCE OF THE STUDY 10

IV. SCOPE AND DELIMITATION OF THE STUDY 14

V. LIMITATION OF THE STUDY 16

VI. DEFINITION OF LINGUISTIC TERMS USED . .- 17

VII. PRESENTATION OF DATA 20

VIII. SUMMARY OF FINDINGS 73

The researcher gratefully acknowledges indebtedness, first and

possible the completion of this project.

Gratitude is due next to the inspiring letters of Dr. Fred

Brengelman, Chairman of the Linguistics Department, Fresno State College,

giving the rare opportunity to work on the thesis in the Philippines.

The researcher desires to convey her thanks too to the following

persons in the Philippines:

1. To the English teachers, professors and authors whose works

and lists of common errors contributed much to the substance

to Jean Garrett Edades, to Robert D. Wilson, to Concepcion Gil,

• to Carolyn Rhoades, to Rosario Rosales and to Federico Licsi

2. To one of the section chiefs of the National Library, Mrs.

Quibengco, for her generous courtesy in lending books.

3. To Dr. Otanes , head of the Language Study Center, and to Miss

BayIon, chief librarian of the same center at Philippine Normal

4. To Mrs. Esperanza D. Agraviador for typing the manuscript.

and moral support for the completion of this project.

English still maintains its place as the most frequently required

subject of the Philippines' school and college curricula, in spite of

the recent arguments to change it to Pilipino (Tagalog). The reason

is because of the unanimous support given it both by the general public

and by education authorities. This support rests upon the general

the ambitious Filipino, who acknowledges realistically the demands of

modern times on modern nations. Rizal himself recognized the importance

of English in the Philippines, for as Leopoldo R. Serrano points out,

"The great hero believed English to be the language of the freest

best known languages."1

Learning a second language is not an easy task. In order to do

so, one has to go through a long process of imitation and practice.

Bernard Shaw as early as 1903 made this short but meaningful

^Leopoldo R. Serrano, Rizal and the English Language in the Grade

aware of the complexity of second language learning and impels him to

realize that teaching English to Filipinos entails great difficulty.

The most striking thing about the study of languages is their

diversity linguxstic differences that appear when we pass from one

and rules of our native language. We also find it difficult to hear

the distinctions of a foreign language.^" The knowledge of one language

interferes in the learning of subsequent ones. From the structural

point of view interference is expected in both languages that are in

So the problems of teaching and learning a foreign language

effectively have suggested the present study of the errors in English

made by most Filipino students. How shall we teachers of English

eliminate these errors from their speech? What pedagogical methods

errors often committed?

One of the most striking errors that Filipino students of English

make is in their mode of expression (diction). The meaning that is

associated with a certain morpheme, word or expression of a language

is not always applicable to another. Yet, most Filipino students hardly

most English teachers in the Philippines.

^Ferdinand de Saussure, Course in General Linguistics (New York,

^Morton Bloomfield and Leonard Newmark, A Linguistic Introduction

thought to be corrupt forms or illegitimate meanings derived by care

a certain language is not applicable to another. Examples of faulty expres