Long-distance questions 459
lepsis structures and that long-distance movement is not involved.
5.5 Embedded wh-adjuncts and movement
In simple clauses, adverbial and prepositional wh-constituents may remain in
situ or be fronted (sections 4.3.1-2). They may do so in complement clauses as
well.
(79) a. Guru-na ngera mored-da nyoper motor dha'ramma?
teacher-DEF AV.think student-DEF AV.drive car how
‘How did the teacher think her student drove the car?’
b. Guru-na ngera dha'ramma mored-da nyoper motor?
teacher-DEF AV.think how student-DEF AV.drive car
‘How did the teacher think her student drove the car?’
(80) a. Siti a-bala ja' Ali ma-becce' sapedha motor bi' apa?
Siti AV-say COMP Ali AV.CS-good motorcycle with what
‘What did Siti say that Ali fixed the motorcycle with?’
b. Siti a-bala ja' bi' apa Ali ma-becce' sapedha motor?
Siti AV-say COMP with what Ali AV.CS-good motorcycle
‘What did Siti say that Ali fixed the motorcycle with?’
In (79a), dha'ramma ‘how’ occur clause-finally, and in (79b) it occurs in initial
position in the embedded. The two sentences are synonymous and would elicit a
response such as laonan ‘slowly’. In (80b) the wh-adjunct bi' apa is clause final
in the embedded clause and in (80b) clause initial. Either of these questions
could felicitously be answered as bi' obing ‘with a screwdriver’. The distribu-
tion of embedded wh-adjuncts then is the same as in simple clauses.
However, unlike languages like English, in which the wh-adjunct nearly
always occurs sentence-initially, embedded wh-adjuncts are confined to the
embedded clause in Madurese.
(81) *Dha'ramma guru-na ngera mored-da nyoper motor?
how teacher-DEF AV.think student-DEF AV.drive car
(How did the teacher think her student drove the car?)