Goal of motion Ex. 14 –17

224 Retelling Detailed Accounts

16.4.3.2 Specific goal

If the motion is towards what is viewed as a specific point within a general setting, such as a home within a town, the specific goal suffix -che-zhe-je 103 is added to the noun. Example Sagla negzhe nad. ‗The chief went home.‘ The suffix -che-zhe-je is also used in the sense of ‗as far as‘. Example An sagla negzhe arpi. ‗I went as far as the chief‘s house.I went to the chief‘s house.‘ 16.4.3.3 General direction words Sometimes a general direction word, rather than a general or specific area is used as the goal of motion. These general direction words do not use the goal suffixes -bal-pal or -che-zhe-je. Some general direction words include: 1. nakwal ‗up river‘ 2. teal ‗down river‘ 3. opakal ‗across the river‘ 4. nuechik ‗right-hand side‘ 5. chapilechik ‗left-hand side‘ 6. tad nakwechik ‗east‘ 7. tad arkwanechik ‗west‘ Exercise 14 . General goal suffix -bal-pal frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. This exercise should be repeated several times. Example Teacher: An chapurbal ne. Student: An chapurbal ne. 1. An chapurbal ne. ‗I‘m going to go to the jungle.‘ 2. An tibal ti. ‗I‘ve come from the river.‘ 3. Machi Pukurbal nad. ‗The boy went to Pucuru.‘ 4. Tad Pay tukpal ne. ‗The elder is going to the head of the Paya River.‘ 5. Ome Panamabal ne. ‗The woman is going to go to Panama.‘ Exercise 15 . General goal suffix -bal-pal frame drill The teacher asks the question and the student replies using the -bal-pal suffix to state the goal of motion. Example Teacher: ¿Pia ne? Student: Chapurbal ne. 1. chapur ‗jungle‘ 2. ti ‗river‘ 3. Pukur ‗Pucuru‘ 4. igal ‗trail‘ 5. Panama ‗Panama‘ Exercise 16 . Specific goal suffix -che-zhe-je frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. This exercise should be repeated several times. 103 -che follows fortis consonants, -zhe follows lenis consonants, and -je follows vowels. 16.4 Grammar 225 Example Teacher: An negzhe nad. Student: An negzhe nad. 1. An negzhe nad. ‗I went home.‘ 2. An Paluje arpi. ‗I went and came back as far as Palu.‘ 3. An tije ne. ‗I am going to go as far as the river.‘ 4. An ti nakche ti. ‗I‘ve been as far as the mouth of the river.‘ 5. An yal pirche ne. ‗I am going to the top of the hill.‘ Exercise 17 . Specific goal suffix -che-zhe-je drill The teacher asks the question and the student replies using the -che-zhe-je specific goal suffix to describe the goal of motion. Example Teacher: ¿Piaje arpi? Student: Negzhe arpi. 1. neg ‗house‘ 2. ti ‗river‘ 3. yal pir ‗top of the hill‘ 4. Pukur ‗Pucuru‘ 5. ti tuk ‗headwaters of the river‘

16.4.4 Source of motion Ex. 18 –19

The location at which a motion originates is called the source of motion. The source of motion is described by using the source of motion word akar ‗from‘ following the locative word without a locative suffix. Example Machi Pukur akar noni. ‗The boy arrived from Pucuru.‘ If a person has a choice of going via Route X or via Route Y when travelling from Point A to Point B, the way he chooses is the path of motion and is marked by the suffix -chik-zhik ‗via‘. Example Sagla Pukurzhik noni. ‗The chief arrived via Pucuru.‘ Exercise 18 . Source of motion akar ‗from‘ frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. This exercise should be repeated several times. Example Teacher: An neg akar tani. Student: An neg akar tani. 1. An neg akar tani. ‗I am coming from home.‘ 2. An ti akar tani. ‗I am coming from the river.‘ 3. An nakwal akar tani. ‗I am coming from upriver.‘ 4. An Panama akar tani. ‗I am coming from Panama.‘ 5. An Pukur akar tani. ‗I am coming from Pucuru.‘ Exercise 19 . Source of motion akar ‗from‘ frame drill The teacher asks the question and the student replies using the word akar ‗from‘ following the locative word. Example Teacher: ¿Pia akar tani? Student: Chapur akar tani. Frame ¿Pia akar tani? 1. chapur ‗jungle‘ 2. ti ‗river‘ 3. teal ‗downriver‘ 4. Panama ‗Panama‘ 226 Retelling Detailed Accounts

16.4.5 Other action verbs with verbs of motion Ex. 20

Another action may accompany or follow a motion. 16.4.5.1 Action accompanying motion An action which occurs at the same time as a motion parallels such English constructions as, ―He came singing. ‖ or ―She left skipping.‖ In Kuna, these are formed by the reduplicated short form of the action verb stem followed by the appropriate form of a motion verb. Examples 1. Nubi ichoma-ichoma nade. ‗The rabbit went jumping away.‘ 2. Puna nama-nama noni. ‗The girl arrived singing.‘ 16.4.5.2 Another action following motion When another action is subsequent toor the purpose of a motion, the short form of the action verb stem is followed by the appropriate motion verb which is attached to it. Examples 1. Machered ua chwanade. ‗The man went to fish.‘ 2. An mol paktani. ‗I came to buy cloth.‘ 3. An mol pakti. ‗I have been to buy cloth.‘ Exercise 20 . Action verbs with verbs of motion The teacher says the sentence. The student selects one of the suggested action verbs and uses it in a duplicated form in a sentence to indicate that the action and the motion occur concurrently. This exercise should be repeated with the student adding the action verb to the verb of motion to indicate that the action follows the verb. Examples Teacher: An nade. Student: An nama-nama nade. Teacher: An nade. Student: An namanade. Verb 1. nama ‗to sing‘ 2. ua chwa ‗to fish‘ 3. ichoma ‗to jump‘ Sentence 1. An nade. ‗I went.‘ 2. Mu ne. ‗The old lady is going to go.‘ 3. Cesi noni. ‗Cesi arrived.‘ 4. Luis arpi. ‗Louis went and came back.‘ 5. Machi ti. ‗The boy has been there.‘

16.5 Vocabulary

1. najanas ‗passed by‘ 2. ne ‗going to go‘ 3. nao ‗will go‘ 4. tage ‗to come‘ 5. tani ‗is coming‘ 6. noni ‗arrived here‘ 7. omoe ‗to arrive somewhere else‘