tún
Again or Also
Use subject + tún + predicate, or begin an instruction with tún.
How It Works
Put tún before the predicate to express recurrence or addition. Its form remains unchanged across subjects. Objects follow their verbs in the usual position. An instruction can begin with tún when the listener is understood.
In a past-event context, compare Mo ka ìwé náà. ‘I read the book’ with Mo tún ka ìwé náà. ‘I read the book again.’ The second presents another reading. When describing someone’s roles, tún can instead add a classification: ‘also a teacher’ does not imply becoming a teacher twice.
The marker can precede lè when adding a possibility or ability, and jẹ́ when adding a classification. Context determines whether ‘again’ or ‘also’ fits. A further occurrence does not automatically establish a regular habit. Use ṣì to present continuation of an earlier situation.
Examples (3)
- Mo tún ka ìwé náà.
I read the book again.
In a past-event context, tún presents another reading of the same book.
- Tún ṣí àpò náà.
Open the bag again.
The listener is instructed to repeat the action.
- Adé tún jẹ́ olùkọ́.
Adé is also a teacher.
In a discussion of Adé’s roles, this adds another classification.
How It Connects
Related Patterns
- ṣìStill
Marks continuation rather than recurrence or addition.
Level 2 - máaHabitual or Continuing Actions
Participates in habitual constructions describing repeated patterns.
Level 2 - lèBeing Able to
Can follow tún when adding another possibility.
Level 2 - Negative + mọ́No Longer or No More
Can rule out further occurrences.
Level 2
Learn Next
Patterns that build on this one.
Practice tún in Bubblegum
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