Intransitive sentence word order

3.4 Grammar 31 A few short forms end in one of the fortis consonants which is represented by a double symbol, such as nn. By convention, a single symbol is used to represent the word final fortis consonant in cases in which the double symbol is used in other positions in the word. zh ch become sss respectively, in word final position 4.2.5, but both are written s. Examples 1. b nab naba ‗gourd‘ 2. p nap napa ‗earth‘ 3. d tad tada ‗grandfather‘ 4. t no known example 5. g nag naga ‗foot‘ 6. k nak naka ‗mouth of river‘ 7. n pun 1 punu ‗daughtergirl‘ 8. nn pun 1 punnu ‗tail‘ 9. m mam mama ‗manioc‘ 10. mm no known example 11. l ol olo ‗gold‘ 12. ll no known example 13. r mar mara ‗thunder‘ 14. rr or orro ‗arrow‘ 15. s kis kisi ‗pus‘ 16. ss kis kissi ‗sap of a tree‘ 17. zh nus nuzha ‗egg‘ 18. ch nus nucha ‗worm‘ 3.4.5 Contrast of subject As you begin hearing and using Kuna, you may notice that a Kuna person sometimes adds the suffix -din 2 to pronouns, proper names and nouns. This suffix is used to mark a change or a contrast of subjects see Appendix E.

3.4.5.1 Change of subject

A common use of the change of subject suffix is the exchange of greetings. One person may ask, ―How are you? ‖ Then the other person answers, ―I am fine. How are you?‖ In this case, the you refers back to the first speaker. The subject of the dialogue has changed. A Kuna speaker would signal such a change of subject by the use of the suffix -din. Example Visitor : ¿Pe igi oipos? ‗How are you this morning?‘ Villager: Ampala. ¿Pedin? ‗So-so. And you?‘ 3.4.5.2 Contrast of subject Kunas also use the suffix -din-tin to mark a contrast between what two subjects are doing. Example Machidin ua makne. ‗On the one hand, the boy is going to spear fish.‘ Omedin ua tune. ‗On the other hand, the woman is going to cook fish.‘ 1 Helps for distinguishing between short and long fortis consonants at the end of words are given in 4.2.2. 2 -din becomes -tin after a fortis consonant. 32 Conversational Replies

3.5 Vocabulary

14 1. aptake ‗to wait‘ 2. kujale ‗later‘ 3. An itojuli. ‗I don‘t understand.‘ 4. An wichuli. ‗I don‘t know.‘ 5. An wichi. ‗I don‘t know which.‘ 6. ampala ‗so-sothe same‘ 7. nuedi ‗goodthank youfine‘ 8. ajáj ‗okay‘ 9. akalchuli ‗never mind‘ 10. ampayo ‗not yet‘ 11. immisi ‗now‘ 12. pane ‗tomorrow‘ 13. achule ‗day after tomorrow‘ 14. yoroku ‗noon‘ 15. chedo ‗afternoon‘ 16. wakuru ‗morning‘ 17. ezha, es ‗machete‘ 18. koe ‗deer‘ 19. achu ‗dog‘ 20. arki ‗huacuco fish‘ 21. ulu ‗canoeboxcupboardsuitcase‘ 14 Beginning with this lesson, both the long and short forms of words —where two exist—are given in the vocabulary. Parentheses enclose the vowel that is dropped for the short form. If the consonant changes, the two forms are separated by commas. 33 4 QUESTIONS

4.1 Dialogue

Question words are extremely useful in finding your way among strangers in a new place. When you have only partial control of the language, you can question someone until you fully understand what they have been saying. By fully using the question words —several of which are included in Dialogue 4.1—you can continue a conversation for a reasonable time, even though you have very little control of the language. They also help the language learner to become better acquainted with the language and culture. Wife to her husband about visitors in their village: 1. Wife: ¿Toa noni? ‗Who has arrived?‘ 2. Husband: Waga. ‗An outsider‘ 3. Wife: Mmm. ¿Inkwa noni? ‗Hmm. When did he arrive?‘ 4. Husband: Immis. ‗Today.Just now.‘ 5. Wife: Immis. ¿Ibi pei? ‗Oh, today. What does he want?‘ 6. Husband: Chuli. Kinki pakcha. ‗Nothing. He bought a gun.‘ 7. Wife: Mmm. ¿Igi mani? ‗Hmm. How much?‘ 8. Husband: An wichul. ‗I don‘t know.‘ 9. Wife: ¿Pia pakcha? ‗Where did he buy it?‘ 10. Husband: Teal. ‗Downriver.‘ 11. Wife: Mmm. ‗Hmm.‘

4.2 Pronunciation

4.2.1 Intonation Ex. 1 –2

In section 3.2.3 the intonation pattern of questions requiring yesno answers is discussed. Other types of questions are discussed in this lesson see 4.4.3 for grammatical explanations. Become familiar with the correct intonation of questions by doing the following exercises. 15 Exercise 1 . Intonation drill Mimic the teacher in Dialogue 4.1 by humming the intonation. Pay special attention to acknowledgement of the answer to a question. Exercise 2 . Intonation drill Mimic the teacher in Dialogue 4.1, formulating the individual sounds as closely as possible without 1 slowing down, or 2 losing the intonation pattern.

4.2.2 Pronunciation of consonants at the end of words Ex. 3

Most of the time, the fortis and lenis difference between consonants at the end of words is maintained. Often, however, it is very difficult to hear. Examples 1. nab ‗gourd‘ 2. nap ‗earth‘ 3. tub ‗ropethread‘ 4. tup ‗island‘ 15 Since most intonation patterns are quite difficult to describe adequately and there is a great deal of variation according to the focus of emphasis of an individual speaker, we have not described most of the patterns, but emphasized mimicking the teacher or a tape for acquiring good intonation.