The role of -e and -agi 327
followed by theme (here tanangnga ‘their hands’). However, the theme can
precede the causee, in which case overt definite marking on the causee is pre-
ferred and a slight pause or rising intonation precedes the causee (163).
(163) Guru-na ma-gu'-teggu'-an tanang-nga na'-kana' juwa.
teacher-DEF AV.CS-RED-hold-AN hand-DEF RED-child that
‘The teacher made the children hold one another’s hands.’
As saleng is cliticized to the following verb, the unmarked order of elements
following masaleng is as in (161), verb - causee - theme, teggu' na'-kana' ta-
nangnga ‘hold children their hands’. However, for some speakers the reverse
order of causee and verb is acceptable, and (164) is considered a possible va-
riant, indicating that the causative + saleng together form a verbal unit.
(164) Guru-na ma-saleng na'-kana' teggu' tanang-nga.
teacher-DEF AV.CS-DIST RED-child hold hand-DEF
‘The teacher made the children hold one another’s hands.’
Non-reciprocal distributive and collective clitics also can take causative
morphology, as in (165) and (166), respectively.
(165) Siti ma-saleng Ali ban Hasan nokol Bambang.
Siti AV.CS-DIST Ali and Hasan AV.hit Bambang
‘Siti made both Ali and Hasan hit Bambang.’
(166) Guru-na ma-bareng berka' Ali ban Bambang.
teacher-DEF AV.CS-COLL run Ali and Bambang
‘The teacher made Ali and Bambang run together.’
Again, the causative morpheme + clitic appear to form a verbal unit as the order
of elements following is somewhat fluid. For example, in (166) the verb berka'
‘run’ precedes the causee Ali ban Bambang while in the synonymous (167), the
causee precedes the verb.
(167) Guru-na ma-bareng Ali ban Bambang a-berka'.
teacher-DEF AV.CS-COLL Ali and Bambang AV-run
‘The teacher made Ali and Bambang run together.’
4. The role of -e and -agi
Outside their use in causatives, the presence of -e and -agi in a clause largely