Dialogue Culture LCDD 14 Paya Kuna. LCDD 14 Paya Kuna

3.2 Pronunciation 25 The nasals m and n following a fortis consonant k, however, change the quality of the k. The k remains a fortis sound but is pronounced as a hard g sound. The hard g sound is used in the English word ‗bigness‘ and in the Spanish word gorra ‗cap‘. In the case of a consonant cluster of k before nasals m and n, the vowel preceding the cluster is short. In this way the identity of the fortis k is clarified. Examples chik + -ne = chikne ‗going to cut‘ pak + -mal = pakmal ‗they buy‘ Exercise 3 . Pronunciation of consonant cluster lenis g or fortis k and nasals m or n The teacher reads through the list of words aloud while the student reads the words silently. The teacher reads each word and the student mimics the teacher, being careful to pronounce as closely as possible the lenis g and fortis k before the nasals m and n. Example Teacher: chikne Student: chikne 1. chikne ‗going to cut‘ 2. chigne ‗going to sit down‘ 3. makne ‗going to sew‘ 4. magne ‗going to paint‘ 5. chikmal ‗they cut‘ 6. chigmal ‗they sit down‘ 7. makmal ‗they sew‘ 8. magmal ‗they paint‘

3.2.3 Intonation patterns of questions and answers Ex. 4 –10

In Kuna, questions and answers have different intonation patterns.

3.4.2.2 Intonation pattern of answers

As you get into the Kuna language and people try to get to know you, you will find that your early conversations are primarily question and answer interactions. Both the questions and the answers in Kuna have specific intonation patterns. For the purpose of these lessons, consider the normal pitch to be that of a statement. Exercise 4 . Answer intonation drill The teacher says Dialogue 3.1 and the student reads the dialogue, humming the intonation quietly as the teacher reads aloud. Pay special attention to the intonation and pitch of the answers.

3.2.3.2 Intonation pattern of questions

A question has a different intonation pattern from a statement. The actual order of words in a question which requires a yesno answer is the same order as for a statement. Because the word order does not vary, it is important that you learn the intonation patterns for questions versus statements in order to distinguish a question from an answer. In Kuna, the pitch at which the question is said is higher than the pitch of a statement. The last word of a question is even higher pitch than the rest of the question and then the pitch of that word falls off quickly. Exercise 5 . Yesno question intonation drill Mimic the intonation of the teacher by humming the the intonation of the following questions. 1. ¿Pe mas chikne? ‗Are you going to cut plantains?‘ 2. ¿Pe mol pakne? ‗Are you going to buy cloth?‘ 3. ¿Pe ogob tigne? ‗Are you going to plant the coconut?‘ 4. ¿Pe ua tune? ‗Are you going to cook the fish?‘ 5. ¿Machi ob kunne? ‗Is the boy going to eat the corn?‘ 6. ¿Machi chowal chikne? ‗Is the boy going to cut the firewood?‘ 26 Conversational Replies Exercise 6 . YesNo question intonation pattern drill The teacher drills the class using Sentences 1 –5 below as yesno questions. Example Teacher: ¿Machi ob kunne? Student: ¿Machi ob kunne? 1. ¿Machi ob kunne? ‗Is the boy going to eat corn?‘ 2. ¿Machi mas chikne? ‗Is the boy going to cut plantains?‘ 3. ¿Machi immal amine? ‗Is the boy going to hunt something?‘ 4. ¿Machi ina komne? ‗Is the boy going to drink the medicine?‘ 5. ¿Machi ul chune? ‗Is the boy going to fetch the canoe?‘ Note : The lenis consonant b becomes m when it occurs before n Example kob + -ne = komne ‗going to drink‘ Exercise 7 . Statement intonation pattern drill The teacher drills the students using Sentences 1 –5 below as statements. Example Teacher: Machi ob kunne. Student: Machi ob kunne. 1. Machi ob kunne. ‗The boy is going to eat corn.‘ 2. Machi mas chikne. ‗The boy is going to cut plantains.‘ 3. Machi immal amine. ‗The boy is going to hunt something.‘ 4. Machi ina komne. ‗The boy is going to drink the medicine.‘ 5. Machi ul chune. ‗The boy is going to fetch the canoe.‘ Exercise 8 . Question and statement contrast The teacher says one of the sentences above. The student has to identify whether the teacher has uttered a question or a statement and writes ―question‖ or ―statement‖ on his answer sheet. Examples Teacher says: ¿Machi immal amine? Student writes: question Teacher says: Machi mas chikne. Student writes: statement If difficulty is experienced by the student in hearing the differences in the exercise, then the student should practice Exercise 9. Exercise 9 . Question and statement contrast The student should listen while the teacher repeats Sentences 1 –5 in Exercise 6 above. The teacher then inserts the following sentence between Sentences 4 and 5 as a statement A or as a question B. The student has to tell the teacher which has been used -- a question or a statement. The exercise should be repeated several times. A. Machi ua makne. ‗The boy is going to spear fish.‘ B. ¿Machi ua makne? ‗Is the boy going to spear fish?‘ Exercise 10 . Question and statement contrast Repeat Exercise 9 using the statements in Exercise 7. Again, the student needs to distinguish whether the statement A or the question B has been inserted. Note : After Exercises 9 and 10 are successfully completed, Exercise 8 should be repeated.

3.2.4 Pronunciation of consonants at the beginning of a word

At the beginning of a word, the difference between fortis and lenis disappears. For convenience we have written the consonants as p, t, k, ch, m, n, l, and s. 3.3 Culture 27 Examples 1. paba ‗father‘

2. tada

‗grandfatherelder‘

3. kobe

‗to drink‘

4. chobe

‗to make‘

5. sagla

‗chief‘

6. mama

‗manioc‘

7. nana

‗mother‘

8. lele

‗shaman uses black magic‘ Note : The lenis consonant r does not occur at the beginning of words.

3.2.5 Pronunciation of monosyllabic words Ex. 11

Monosyllabic words are words which have only one syllable. Kuna words which are made up of only one vowel and one consonant, or of only one vowel are pronounced by lengthening the vowel. When such monosyllabic words are said in isolation or at the end of a sentence, the tone slides down down glides. Examples 1. ti ‗water‘ 2. an ‗branch‘ 3. u ‗nest‘ Exercise 11 . Pronunciation of monosyllabic words The teacher says a word from the list below, and the student repeats the word after the teacher, mimicking as closely as possible the down glide in these monosyllabic words. Example Teacher: ti Student: ti 1. ti ‗water‘ 2. no ‗frog‘ 3. ka ‗hot peppers‘ 4. pe ‗you‘ 5. ku ‗louse‘ 6. ma ‗to peck‘ 7. ne ‗Go‘ 8. ni ‗moon‘ 9. po ‗to cry‘ 10. tu ‗species of armadillo‘ 11. a ‗that‘ 12. e ‗hisherits‘ 13. u ‗nest‘

3.3 Culture

When people first meet, there is usually an exchange of questions which helps the people become acquainted. Cultures differ as to the questions which may be politely asked in such a situation. Questions about where you have come from and where you are going are quite acceptable in Kuna. The question, ―When are you leaving?‖ is also often asked. That question does not have the same negative connotation it does in English, but rather implies the idea of, ―How long are you staying?‖ Questions concerning your parents, brothers and sisters, and wifehusband and children are bound to follow. 28 Conversational Replies In Kuna, it is quite acceptable to ask the price of items bought. If the item was a gift there is no need to disclose the value. Great care should be taken when inquiring about the success of a hunting or fishing trip. Direct questions concerning the kill or the catch may be interpreted as a requestdemand to share in the proceeds. It is much more acceptable to ask what happened on the trip than to ask what was killed or caught.

3.4 Grammar

3.4.1 YesNo questions As stated in 3.2.3.2, the order of words in a question requiring an eye

‗yes‘ or chuli ‗no‘ answer is the same as the order of the words in a statement. In conversation, a question is distinguished from a statement by intonation. In writing, a question is distinguished from a statement by punctuation question marks. Example ¿ Pe mas tune? ‗Are you going to cook?‘

3.4.2 Verb tense aspect - immediate future Ex. 12 –16

When an event is viewed by the speaker as being imminent the action will undoubtedly take place, the tense-aspect 11 used is called the immediate future. In using the immediate future, keep two things in mind: the immediate future suffix is added to the verb and a time reference must be either stated or implied. 3.4.2.1 Immediate future suffix The immediate future is formed by adding the suffix -ne to the verb stem. Example kun + -ne = kunne ‗going to eat‘ The Kuna immediate future parallels the English construction ‗going to...‘ and the Spanish construction ‗ir a...‘. Example An ua kunne. ‗I am going to eat fish.‘ Exercise 12 . Immediate future frame drill The teacher says Sentence 1 and the class repeats it. The teacher says Sentence 2 and the class repeats it, etc. The exercise should be repeated several times. Examples Teacher: Machi ob tigne. ‗The boy is going to plant corn.‘ Student: Machi ob tigne. Teacher: Machi ob emine. ‗The boy is going to weed corn.‘ Student: Machi ob emine. 1. Machi ob tigne. ‗The boy is going to plant corn.‘ 2. Machi ob emine. ‗The boy is going to weed corn.‘ 3. Machi ob weine. ‗The boy is going to harvest corn.‘ 4. Machi ob chune. ‗The boy is going to fetch corn.‘ 5. Machi ob kunne. ‗The boy is going to eat corn.‘ Exercise 13 . Immediate future frame drill The teacher repeats the frame and selects any word from the list below and says it. The student then substitutes the word in the frame. 11 Most tense-aspect suffixes in Kuna indicate primarily the duration, rather than the time, of an action. For convenience, they are termed ―tense-aspect‖ or frequently, simply as ―aspect.‖ 3.4 Grammar 29