Including an additional participant in an action Ex. 8 –9

120 Grouping Objects, People, or Actions 2 Including an additional participant construction In Kuna, to refer to an additional individual participant who also performed the action, a separate sentence is used. That sentence restates the participant, and the action, and adds the suffix -mo to the verb referring to the action. Example Juan nad. Pedro nanmo. 46 ‗John went. Peter went too.‘ a Including an additional participant in an attributive sentence In the case of an attributive sentence, where no verb is expressed, the suffix -mo attaches to the attribute. Example Pedro orojuli. Juan orojulmo. ‗Peter is tall. John is tall too.‘ b Including an additional participant in a conversational exchange In conversation, if you wish to include somebody else in the action to which the previous speaker just referred, repeat the verb he used and add -mo to it. Examples 1. John: An ne. ‗I am going to go.‘ 2. Mary: An nemo. ‗I am going to go, too.‘ 10.4.2.2 Participants viewed as a group At times, it is necessary to group the different participants together and treat them as if they had acted as a unit. For example, ―John and Mary went.‖ There are at least two constructions for viewing participants as a group. Reference to participants as a group usually occurs in answer to a question or in making a statement. 1 Answer to a question In Kuna, when an answer to a question includes a group of participants, the construction is handled by giving the name of one participant, the name of the other participant, the number of participants, and the verb: participant + participant + number of participants + verb. Example Juan, María; walbo nad. ‗John, Mary; two went. John and Mary went.‘ 2 Statement If, however, you were merely stating that John and Mary went, you would use a generic term to include the people in the group, a verb, the name of a participant, the name of another participant, the number of people and a verb: generic term + verb; name of participant, name of other participant; number of participants + verb. The generic term in this construction may be tulemal ‗people‘, amal ‗they‘, or the number which represents the participants such as walbo ‗two people‘. Examples 1. Tulemal nade; Juan, María; walbo nade. ‗People went; John, Mary; two went. John and Mary went.‘ 2. Amal nade; Juan, María; walbo nade. ‗They went; John, Mary; two went. John and Mary went.‘ 3. Walbo nade; Juan, María; walbo nade. ‗Two went; John, Mary; two went. John and Mary went.‘ 46 d becomes n before m. 10.4 Grammar 121 Exercise 8 . -mo frame drill In the following exercise, treat the participants as individuals, and include them in the same action. The teacher says Sentence 1. The teacher then names another participant to be added to the same action. The student responds by including both participants as individuals in the same action. Example Teacher: Ome mol makne. Teacher: pun Student: Ome mol makne. Pun mol maknemo. 1a. Ome mol makne. ‗The woman is going to sew a blouse.‘ b. pun ‗girl‘ 2a. Tad immal amine. ‗The elder is going to hunt something.‘ b. machi ‗boy‘ 3a. Sagla ua chwane. ‗The chief is going to fish.‘ b. machi ‗boy‘ 4a. Machered mas kunne. ‗The man is going to eat.‘ b. ome ‗woman‘ Exercise 9 . Viewing participants as a group drill In the following exercise, treat the participants as a group and include them in the same action. The teacher says Sentence 1, then gives another participant to be added to the same action. The student responds by including both participants as individuals in the same action. Example Teacher: Ome mol makne. Teacher: pun Student: Ome , puna; 47 walbo mol makne. 1a. Ome mol makne. ‗The woman is going to sew a blouse.‘ b. pun ‗girl‘ 2a. Tad immal amine. ‗The elder is going to hunt something.‘ b. machi ‗boy‘ 3a. Sagla ua chwane. ‗The chief is going to fish.‘ b. machi ‗boy‘ 4a. Machered mas kunne. ‗The man is going to eat food.‘ b. ome ‗woman‘ 10.4.3 Associating one action with another action 10.4.3.1 Associating two different actions or repeating the same action Two different, but approximately simultaneous actions, may be brought together by adding the suffix -bal-pal to the second verb. The English equivalent of this construction is ―too‖ or ―also.‖ Example Machi mas kunne. Kabi komnebal. ‗The boy is going to eat food. He is going to drink coffee too .‘ The suffix -bal can also be added to a verb in order to refer to an action which is repeated. The English equivalent to this construction is the word ―again.‖ 47 This construction uses a listing pattern, and the long form of the word is used see 5.4.2. 122 Grouping Objects, People, or Actions Examples 1. Machi atas. Mas kunnebal. ‗The boy awakened. He is going to eat again.‘ 2. Machi nadbal. ‗The boy went again.‘ 10.4.3.2 Associating different actions which occur in a time sequence If one action does not take place until the other action is at least started, the two actions are joined by the conjunction tegin ‗then‘. Examples 1. Machi mas kunne. Tegin ua chwane. ‗The boy is going to eat. Then he is going fishing.‘ 2. Pab chapur kugne. Tegin aros tigne. ‗Father is going to burn fields. Then he is going to plant rice.‘

10.4.4 Repetition of an attribute state Ex. 10 –11

In an attributive sentence, if the state referred to by the attribute is repeated, the suffix -bal-pal is attached to the attribute adjective. Example Mimmi yebal. ‗The baby is sick again.‘ Exercise 10 . Repetitive action frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it. This exercise should be repeated several times. Example Teacher: An mas kunnebal. Student: An mas kunnebal. 1. An mas kunnebal. ‗I am going to eat food again.‘ 2. An ob tignebal. ‗I am going to plant corn again.‘ 3. An ua tunebal. ‗I am going to cook fish again.‘ 4. An mas kuchabal. ‗I ate food again.‘ 5. An ob tigzhabal. ‗I planted corn again.‘ 6. An ua tusbal. ‗I cooked fish again.‘ 7. An mas kumpalo. ‗I will eat food again.‘ 8. An ob tigbalo. ‗I will plant corn again.‘ 9. An ua tubalo. ‗I will cook fish again.‘ 10. An palu nikpal. ‗I have salt again.‘ Exercise 11 . Stimulus response drill The teacher gives the stimulus in the form of a statement. The student responds using the -bal-pal ‗again‘ form. Example Teacher: Machi ul chomne. Student: Machi ul chomnebal. 1. Machi ul chomne. ‗The boy is going to make a canoe.‘ 2. Ome mol makcha. ‗The woman sewed a blouse.‘ 3. Wag ostigid nika. ‗The outsider has sugar.‘ 4. Machi aswe chus. ‗The boy fetched an avocado.‘ 5. Pun mu kolne. ‗The girl is going to call grandmother.‘ 6. Sagla koe mecha. ‗The chief killed a deer.‘ 7. Wag noni. ‗The outsider arrived.‘ 8. Mimmi ye. ‗The baby is sick.‘ 10.4 Grammar 123

10.4.5 Order of suffixes following the verb Ex. 12 –13

It is important to recognize that suffixes occur in a specific order following the verb stem. To make the order of suffixes easier to remember, suffixes are grouped below and the groups are numbered in the order in which they appear following the verb stem. Group I comes directly after the verb stem, Group II follows Group I, etc: 48 verb + Group I 49 + Group II + Group III + ... Group I - immediate future suffix -ne see 3.4.2 and 10.4.1, completive aspect suffix -che-zhe-je see 4.4.1, present progressive see 6.4.2 and desiderative -bi-pi see 2.4.2. See also Appendix F for alternate order of -bi-pi. Group II - group marker suffix -mal see 8.4.3.1 Group III - -bal-pal ‗again‘ see 10.4.3 and 10.4.4 Group IV - -mo ‗too‘ see 10.4.2.1 Group V - future suffix -o see 10.4.1.1 and 10.4.1.2 Examples 1. Verb + Group I + Group III Ome mol pakchabal. ‗The woman bought cloth again.‘ 2. Verb + Group III + Group IV Juan nebalmo. ‗John is going to go again too.‘ 3a. Verb + Group I + Group III + Group IV An mol maknebalmo. ‗I am going to sew again too.‘

b. Pan an mas kunnebalmo. ‗Tomorrow I am going to eat plantains again too.‘

4. Verb + Group III + Group V Machi tagbalo. ‗The boy will come again.‘ 5. Verb + Group IV + Group V An mas kunmoo. ‗I will eat again sometime.‘ 6. Verb + Group I + Group II + Group III Machergandin yannu aminebalmal. ‗The men are all going to go hunting peccary again.‘ 7. Verb + Group II + Group III + Group IV Machimaldina nemalbalmo. ‗The boys are all going to go again too.‘ Exercise 12 . Grouping of suffixes The most common grouping of suffixes is the grouping of Groups I, III, and IV. For that reason, we will drill these groups in the following exercise. The student says Sentence a. Tad cho chikne. ‗The grandfather is going to cut firewood.‘ Add Sentence b saying that the participant b is also going to perform the action of Sentence a. Tad cho chikne. Machi cho chiknemo. ‗The grandfather is going to cut firewood. The boy is going to cut firewood, too.‘ Construct Sentence c which says that participant b is going to repeat his action. Machi cho chiknebal. ‗The boy is going to cut firewood again.‘ Repeat Sentences a and b, inserting Sentence d, which says that participant a is going to repeat his action, then adding Sentence c, modified to say that participant b is going to repeat his action, also. 48 See Appendix M, for a list of all the verb suffixes treated in this grammar. 49 Groups I and V are mutually exclusive: one or the other may occur, but both may not occur in a given verb.