Positional verb of motion Ex. 6 In Lesson 6, the positional verbs mai

248 Situational Explanation Example Teacher: ¿Pe chapurbal ne? Student: Chuli. An pato chapurbal ti. Frame Chuli. An pato ____ ti. ‗No. I have already been to the ____.‘ 1. ¿Pe chapurbal ne? ‗Are you going to go to the jungle?‘ 2. ¿Pe negzhe ne? ‗Are you going to go home?‘ 3. ¿Pe tibal ne? ‗Are you going to go to the river?‘ 4. ¿Pe mas kunne? ‗Are you going to eat some food?‘ 5. ¿Pe immal amine? ‗Are you going to go hunting?‘ 18.4.3 Gerundial verb form Ex. 7 The gerund in English is formed by adding the ending -ing to the verb stem, whereas in Kuna it is composed of the long form of the verb stem, that is to say, the verb stem which has the -e. There is no tense aspect suffix in the Kuna gerund. The gerund is able to act like a noun, for example, ―The doing of it is difficult.‖ In Kuna, as in English, the gerund focuses on the type of action, versus the doing of the action. Take for example the two phrases, ―to plant rice ‖ and ―rice planting‖. The first phrase tends to focus on the doing of the action, whereas the second phrase tends to focus on the act itself. Examples 1. An cho chike. ‗I have been firewood cutting.‘ but 2. An cho chikti. ‗I have been to cut firewood.‘ Following are illustrations of the lack of time aspect suffix: Examples 1a. ¿Pia pe ne? ‗Where are you going?‘

b. Mas chike.

‗Plantain cutting.‘ 2a. ¿Ibi chenai? ‗What are you doing?‘

b. Mas chike.

‗Plantain cutting.‘ 3a. ¿Pia pe ti? ‗Where have you been?‘

b. Mas chike.

‗Plantain cutting.‘ Exercise 7 . Gerund stimulus-response drill The teacher asks one of the three questions listed below and then selects one of the verbs listed below and says it. The student replies to the teacher ‘s question using the gerund, i.e., -e form of the verb in the frame. This exercise should be repeated several times, changing the frame to some other suitable one. Example Teacher: ¿Pia pe ne? Teacher: chik Student: Mas chike. Frame Mas ____-e. ‗Plantain ____-ing.‘ Questions 1. ¿Pia pe ne? ‗Where are you going?‘ 2. ¿Pia pe ti? ‗Where have you been?‘ 3. ¿Ibi chenai? ‗What are you doing?‘ Verbs 1. chik ‗to cut‘ 2. pak ‗to buy‘ 3. uk ‗to sellgive‘ 4. met ‗to throw out‘ 18.4 Grammar 249 5. tig ‗to plant‘ 6. tak ‗to see‘ 7. tu ‗to cook‘ 8. kun ‗to eat‘ 9. enuk ‗to wash‘ 10. chu ‗to fetchtake‘ 18.4.4 Qualitative suffix -gwa-kwa The qualitative suffix -gwa-kwa is used to identifydescribe an object by its naturequality and parallels the English construction ‗a ____ one‘. This suffix may be added to some nouns and many adjectives; one must learn which forms are acceptable and which are not, since there are no general rules. Examples 1. We omegwa e mimmi akwe. ‗A female one cares for the young.‘

2. Machi orokwagwa.

‗The boy is a short one.‘ The suffix -di may be added to the -gwa-kwa form of a word and has the effect of the definite English article ―the‖. Examples 1. Antin omegwadi pakcha. ‗I bought the female of a pair.‘ 2. Pe anka es orokwagwadi uko. ‗Please give me the short machete.‘ 18.4.5 Postpredicate position of basic elements Ex. 8 –20 In Lesson XVII, general guidelines for using the postpredicate position were discussed. In this lesson, guidelines specific to the basic elements of the sentence -- subject, direct object, and predicate -- are discussed.

18.4.5.1 Subject may be omitted in the simple sentence and unexpanded in the postpredicate position

If the subject is omitted in the main clause, a very rare occurrence, it is stated in the postpredicate position accompanied by one of the topic marking suffixes: -de-te or -din-tin see Appendix E, 1 and 4. 1 Subject omitted from simple sentence and stated in postpredicate position in answer to question One situation in which the subject is omitted in the main part of the sentence and stated in the postpredicate position is in answer to a question. If the replier wishes to emphasize the subject as he replies to a question, he may do so by omitting it in the main part of the sentence and stating it, accompanied by the suffix -din-tin, in the postpredicate position. Examples 1a. ¿Pia pe ne? ‗Where are you going?‘

b. Chapurbal ne; antin. ‗I am going to the jungle.‘

2a. ¿Piade? ‗Where is he?‘

b. Nad; Luisdin. ‗Louis, went.‘

2 Subject omitted from simple sentence and stated in postpredicate position in storytelling Another situation in which the subject is omitted from the main part of the sentence, but occurs in the postpredicate position is in the midst of the narration of a story or a tale of activities. This situation is dictated by the rules of storytelling and discourse structure. In a story, when the subject is omitted in the main part of the sentence and stated in the postpredicate position, it is accompanied by the topic marking suffix -de-te see Appendix E.