Aydın Baykara

* High degree of unambiguity. It means that each word has exactly one grammatical interpretation. Their grammatical relation to each other should be in exactly defined.

* The words shall be classified in predefined, clearly distinguishable classes.  

* Phonologically it should be avoided to define a different word by aspiration, shortening, lengthening, and stressing or accenting a phoneme, consonant or vowel.

* For the ease of utterance and fluency the diphthong and double consonants in a syllable shall be avoided.

* Clearly defined syntax (SVO), fixed order of affixes, simple and reduced number of tenses, moods, aspects if compared with living languages.

* ABCL defines for Level 1 basic (root) words with one interpretation only. Other words with closer variable meaning will be expressed by addition of suitable adverbial or other particles. For Level 2 such words, if frequently used, may be defined as root word too.

* Words are created according to a certain scheme systematically as detailed below (Title: Vocabulary) Thus a learner can easily identify with this scheme which role a word in the sentence play (adverb, noun etc.) without knowing its meaning before. Except verbs (even after conjugation) and conjunctives/prepositions all words ends up on a vowel. This way (one vowel follow the other) it will not possible to merge two particles in one if somebody speaks too fast (inevitably he must stop before second vowel).  

* This scheme avoids diphthongs and clusters in a syllable too, with three exemptions only (the modal prefixes, plural and antonym suffixes _i and _x)

* ABCL relies up on the Turkish alphabet and orthography and follows the principle "one letter per sound."

Another goal of ABCL is to use as less letters as possible for an expression compared with native languages. As for example, because the conjunctives, prepositions and pronouns are the most used words in many languages, we have created such words as two and three letters words. This way ABCL needs about half of the characters of English language to express the same content. That means, we could save half of the pages of a book written in English and so on.

“Basic/root nouns” consist principally of five letters (CVCCV). There are however nouns derived from verbs, adjectives and other nouns having six-seven letters. They all end on a vowel same as the basic nouns. Adding the sixth and seventh letter was necessary to avoid ambiguities with the root nouns and the double vowels. The root nouns are classified in 15 noun groups, each of them heading a special area of use, such as “body”, “human”, “animals”, plants, “mental”, psychology-spirit”, social”, “daily home”, “health”, “pastime”, ”nature and environment”, “science”, “construction-technic-transport”, “time” and “others”. Each of them has its own special initial consonant. Considering “S” is being the mostly utilized initial consonant in many languages, we preferred it for the “heading” BODY and HUMAN, which are mostly mentioned in daily speaking.

We aim to utilize for the Level 1 about 5000 nouns only, so we can effort dropping combination with difficult pronunciations (for example with the letters “J” or “I” and for the sake of vowel harmony etc. Fully utilization of the matrix might be required for the medical and technical terms only, if any. The matrix scheme would also allow using of the computer programs for word creation and translation.

The matrix allows further sub-subheading such as of the “Head”, the first column (S-ENe) indicating sense organs like eye, nose, ear (denoted as Sene: primary) and further columns right of them, the subparts of first noun at the beginning (denoted as “seconders”). For example: eye (senge) (first column), then in the same row; eyelid (sengi), eyelash (sengo), iris (sengö). Being Excel table, the matrix allows right click explanation for each cell, where we can put the meaning of a word in any language.

According to the meaning they add to the derived nouns, English suffixes can be grouped in to e.g.: nomina acti, nomina actionis, nomina agentis (acting), nomina patientis (affected), noun loci (place); result/product of act for real and abstract objects, result as process etc. These groups are shown in the second column (Level 2) of the above table.  

 

One can see in the table that there is not a different noun created from the same verbal root by different suffix groups "aya, aha, ada" and "aşa". Even it seems sometimes so as for "expectance via expectancy", the meaning remains almost the same. It means, we can use one suffix only instead of those three. (Seemingly different meanings by different suffixes arises by the root verb, not by the suffix, accordingly no need for such suffix diversity.)

So, in ABCL for the Level 1 we will lessen the suffixes of mentioned group to one suffix "aya" only. Suffixes "ama" and "ana" will be merged to "ana" indicating the subject of the act (independently person or thing) only. Passive subject suffix "asa" remains as it is. Third merged suffix is "aça" including also "aca" which denotes the place. Fourth is "aka", stand for "-ing" and some "-tion" suffixes naming the action itself by the name.

Thus ABCL has finally five derivational suffixes for deverbal nouns as shown in first column. The suffixes of the second column at the table above may be used however for the Level 2 if needed.(Shortened in the lists above and below; complete lists of this group can be seen at my URL: http://aydinbaykara.com)

 

 

If a noun very frequently used, we defined beside derived one also a root noun for it directly in ABCL as e.g. above pesçe.ma (=pesce). Derivation rules, once memorized, can be applied for new cases also but the word will be longer, other way we have to learn the new noun additionally to derived one, which we consider adequate for the Level 2 only.

(*)Nouns will not be derived from deverbal adjectives but directly from verbs, so it will be “göd.ayax”

Verbs consist basically of three letters as CVC. They are also classified in schemes similar to the nouns. Fifteen “main headings” (with the first denoting letter of the group following) are “PHYSICAL ACTS -K**”, “AKTIVE ACTIONS –Y, R and G**”, “PEOPLE – S and Ş**”, “SOCIAL RELATION –F and P**”, “MENTAL ACTIVITIES –B and M**”, “HOUSEHOLD, … DAILY LIFE -D**”, “PASTTIME, SPOR, HEALTH -T**”, “UTTARANCE, NONPERSON ACTS-Ç**”, “BUSINESS, PUBLIC -H**”, “TECHNIC / SCIENCE / NATURE-V**”. In PHYSICAL ACTS, “K**” is initial consonant for the heading, ** indicates varying 8 vowels (“a” to “ü”) in the second place and alternating 20 consonants in the third place. This way 4600 verbs can be created theoretically, but for the same reason as for the nouns, only half of them will be taken in to the consideration.   

 

For the Level 1, ABCL has about one thousand six hundreds of them, which seems to be adequate. The main heading could be subdivided in subheading such as KA* for a certain type of “physical acting” and KE* for another where appropriate (not in this example).

Verbs will be flexed for the first level beside tenses also for ergative, causative, imperative, passive, subjunctive and negative. Suffixes for further tenses and moods have been defined also for Level 2 such as inferential, optative, subjunctive conditional etc. additionally. Those moods of the second level can be replaced in the first level by the prepositions as in English.

 

 

 

 

For the derivation of verbs from the nouns the suffixes “_k” (for transitive) and “_l” (for intransitive) will be added (thus we will have a four and five (for negation with _x) letter verb.  For the adjectives also the suffix “_l” is chosen (these type of verbs are always intransitive). The number of letters may be increased up to seven letters.

- ''(first noun of the rows translated only)

The negation suffix “x” is normally placed at the end of the word which it negates. If “x” follows or followed by a consonant, a short sounded “ı or i” introduced in between (in accordance with the vowel harmony) in speaking, but not in writing.

=== Verbal Forms in ABCL ===

Basic adjectives consist of two/three letters as CV/x and VCV/x, yielding about 500, but doubling by using of “x” at the ends giving an adverse meaning such as “ebi” for beautiful and “ebix” for ugly. Adjectives have also been separated in classes. Two letter adjectives “CV*” with the titles: “interrogative, demonstrative, indefinite (quantifier), indefinite numerical, main colours, placing and possessive" where C indicates the group and “a” to “ü” varying vowels denoting the adjectives.  

Three letters are separated in to two main groups as “DESCRIPTIVE-QUALIFYING (DQ)” and “DESCRIPTIVE–PEOPLE (DP)” (personality and behaviour mainly). Each of them has been subdivided internally according to the scheme V#V (eC*e; eC*i; … eC*ü for the first main group and aC*a; aC*e; aC*i; … aC*ü, eC*a for the remaining). Each subtitle indicates a special type of the adjectives such as “aC*e-being”, “aC*i-behaviour” or “eC*ü-nature/science. Physical features, appearance, human attribute, opinion-view etc., each consonant representing one heading with vowels varying.

Possesive determiners are adjective in their role in syntax but because genitive suffix "_z" is placed after the word it modifies the rule that adjective ends upon vowel (CV) changed here to VC exceptionally.

 

Adjectives will be derived by adding suffixes to the verbs and nouns. As the root adjectives, also derived ones end with a vowel, typical for adjectives. Thus they will have six to eight letters.

They will be derived by the suffixes “_ado/_adox” (in place of the English suffixes "_ful, _less, _ant/-ent, _ive, _ile, _ic, _ate, _y/ly,_ic, _ous, etc.), "_ako" (for capability "_able/_ible"), “_amo” (for past participle _ed) and “_ana” (for present participle _ing).

Denominal adjectives will be derived by the suffixes “_do/_dox” (in place of the English affixes "_ful, _less, _ive, _ulent, _ile, _holic,     _ic, _ate, _y/ly,_ic, _ous, un_, im_...etc.) and "_ko" (for capability "_able/_ible")

With these 8 suffixes (ado, adox, ako, amo, ano, do, dox, ko) it is possible to get unnumbered new adjectives from verbs and nouns additionally to 520 root adjectives.

1 to 10: bi, çi, fi, ki, li, vi, pi, si, yi, bix

An example: The number 6 572 120 is written in ABCL: viv.lil.pik.çif.biç.çix (includes 18 letters). The same digit written in English extends to 52 letters.

The system continues in such “ten” times pattern as:

bip, bis(billion), biy, bim, bir(trillion), bit, biv, biş(quadrillion). Over that, the system follows one thousand pattern such as "bix big, biç big, bif big, bil big, biv big" etc.

At the first sight it seems to be some ambiguity with some verbs, e.g. “biv” means as verb “fume” but as number “million” or “bibi” means “caused” but as number “eleven”. However in the syntax a mix up is not possible due to the fact that the verbs are placed secondly after the subject where the numbers stay as adjectives before the noun they modify. (e.g.: a bibi bibi hünsü çux camba=I (have) caused eleven accidents last year.) and they always get a suffix when used in a sentence.

Basic adverbs consist of three letters in scheme of V*-ç/- ş/-l/-n/-y-V*, covering mostly used adverbs in many languages. As in English, in many other languages also adverbs have often the same spelling with the adjectives and conjunctives. For the sake of ambiguity they also will have separate three letters wordings in ABCL, if used as adverb. Also here there are separate headings for subdivision, indicated by choose of the vowels, for example first two letters “oçV*, öçV*, uçV*, üçV*, oşV*, öşV*, uşV*, üşV*” for adverbs indicate “time” and “quantity” where the third vowel varies from “a” to “ü” (* means always “varying letters” in this article). This way 56 words can be created if needed (without the use of the vowel “ı”). The middle consonant “y” denotes the “adverbs of manner” which are subdivided into four such as direction (oyV*), descriptive (öyV*) etc.

 

Also here there are deviations in the number of basic letters while deriving adverbs from verbs, nouns and adjectives.  

Examples for some derivations: ''(The English words in italic are translated in to ABCL only''

The number of derived adverbs from the verbs and adjectives only would yield about two thousands.

Conjunctives-prepositions consist of two letters like some adjective groups but as VC.  Logical groupings have been built systematically, such as conjunction particals (and, or, then, so… ), particals for subordinate clauses (so that, even if, unless etc.) and prepositions. For example, the end consonant “s” points out to the locational prepositions, like in, at, on, out, under, above, behind etc. with the vowel varying from “a” to “ü”. C* and V* indicate varying consonants and vowels respectively.

== PRONOUNS ==

Pronouns consist of one and three letters (V, VCV).  The personal pronouns are “a, o, u, e, ö, ü”. All other pronouns have VCV where first vowel is always “i” with which they would be recognizable and differ from adjectives and adverbs.

== PLURAL, NEGATION AND QUESTIONS ==

Plural will be indicated by the suffix “_i”. To create a fluid link from the preceding end vowel of the noun in the suffix-vowel “i” in speech, a very small /y/ can be added in-between without stopping the airflow between words.

Questions will be indicated by the letter “J”, in case of the pronouns as prefix and in case of the nouns as partical before subject noun, spoken with a “short-soundless “ı” sound (like “ion-loud” in “station” (explained before)). It can also be built vocal harmony with the first syllables of the following noun which will be however omitted in writing.

Example: J.a yüsa? (Shall I swim?);

J (Jɯ or Je) şenbe b.yüs.e? (Can fish swim?)

== TENSES, ASPECTS and IRREALIS ==

Verbs are conjugated for five tempus “future, simple present, present continuous, simple past (Past 1=P1) and imperfect/durational past/history” (Past 2=P2) , with the corresponding vocals “a, e, i, o/ö, u/ü” placed after verbs as suffix. (u/ü and o/ö can be interchanged for the vocal harmony) If a verb phrase has more than four letters, it will end up on a consonant not vowel, in order to prevent a mix up with root nouns.

Past 1 includes all verbs indicating a completed/finished action, independently how many time it had occurred in the past and happened recently or long time ago.

Past 2 includes all verbs inheriting a continuity. It doesn’t make a difference whether the effect of the act is still relevant at the presence or it happened before any relative time point. It matters only that it has a duration in the past. Also here it is not relevant whether it happened recently or long time ago.

Since the primary goal of ABCL is the simplicity, I tried to simplify various aspects used in many languages as far as possible without omitting any useful/necessary aspect utilized in spoken languages at different ways. Normally none of the aspects itself express the speaker’s intention alone. To overcome this he needs additionally different auxiliary particles, especially temporal adverbs. As a matter of fact, a language missing one “useful” aspect of another language, is still able to express the same content by utilizing these auxiliaries. With other words, it is possible for people to express themself also by other means, without the help of a big range of the aspects.

ABCL has none of the complicated aspects requiring the usage of auxiliaries, root modification of the verbs and suffixes such as in Germanic languages (progressive, perfect, past perfect, progressive perfect, past perfect progressive, future perfect progressive, conditional perfect progressive) nor in other languages (habitual,  recent/far past, simultaneous, gnomic/generic etc.) All those aspects such as the frequency of occurrence and timely relation (recently, long time ago) will be expressed by the temporal adverbs and numbers where and if required.  

I considered e.g. the present perfect tense not necessary because whether or not a past event extends its affect in the presence, has no or very limited relevance for expressing the intent of the speaker. If it would be really necessary he can describe it by the auxiliary means. In fact, the differentiating of simple past and present perfect, as a relic of past, disappear slowly as seen in spoken German language.

The duration of an act in the past could not be easily described by adverbs and other means or by the inherit sense of the verb itself. Therefore and because it could be important in many situations, I introduced Past 2 in order to cover such aspects. Historical events are naturally events of hearsay, which could not have been witnessed by the speaker. So transferred events will be also covered in ABCL with the Past 2 with or without duration of the event. Again, the adverbial auxiliaries can help also here in cases of uncertainty.

'''Aspects of the English present tense and their counterpart in ABCL:'''

|Present simple ||||   "I eat"|||| A dek.e

|Present progressive || || "I am eating" |||| A dek.i

|Present perfect || || "I have eaten"|||| A dek.ö  

|Present perfect progressive || || "I have been eating"||||  A dek.ü

|I have been eating last year often outside.|||| (This year I eat at home)||||  A dek.ü mü camba öşa oye.

'''Aspects of the English past tense (and in brackets, how it is expressed in ABCL reverse translation with the help of auxiliaries):'''

|Past simple |||| "I ate" (once) (often)|||| A dek.ö (üçu) (öşa)

|I used to eat|||| (I ate habitually)  ||||   A dek.ö (oli)

|Past progressive |||| "I was eating" (for a while)  (sweets)|||| A dek.ü ülü (densö)  

|Past perfect|||| "I had eaten" (already) (as you have arrived)|||| A dek.ö öçi…

|Past perfect progressive|||| "I had been eating"|||| A dek.ü

|I had been eating always outdoor,|||| (after 2018 I have cooked at home)||||  A dek.ü öçi oye, ….

'''Aspects of the future tense:'''

|Simple future: "I will eat"|||| A dek.a

|Future progressive: "I will be eating" tomorrow at time of your arrival.|||| A bab.a dek.i üçe …

|Future perfect: "I will have eaten" tomorrow at time of your arrival.|||| A bab.a dek.ö üçe …

|Future perfect progressive:  "I will have been eating"|||| A bab.a dek.ü üçe...

'''Subjunctives of future:'''

For future, would and should are used to combine future or hypothetical-counterfactual reference with aspectual meaning:

|Simple conditional: "I would eat" (if...)|||| A dek.a.ç

|Future conditional progressive: "I would be eating"|||| A bab.a dek.i.ç

|Future conditional perfect: "I would have eaten"|||| A bab.a dek.ö.ç

|Future conditional perfect progressive: "I would have been eating"|||| A bab.a dek.ü.ç (üçe…)

 

'''ABCL considers two main irrealis''':

 

2. Event (counterfactual) cannot occur anymore because the prior dependency, necessity  and condition set in the past, had not been fulfilled. Also an event cannot be realized in future  because the required condition for its realization could not be met.

 

Irrealis are expressed in various world languages by modal verbs in past tense (as would, should, might), by modification of verb stem, by adjectives, by conjunctives (if, that), by suitable verbs in subordinate clauses, by special particles and by suffixes to the verbs or by combinations of that.

Item 1 events will be expressed in real tenses of ABCL without the usage of any suffix, subjunctive modal and modification of the verb stem but with suitable adverbs, conjunction (mainly “am”=”that”in English), verbs in subordinate clauses and special particles. Irrealis/subjunctivity will be ensured by the suitable choice of these words.

'''Examples for Item 1:'''

|If I could (have) slept )||if a bdar.o …

|'''''If-clauses (conditional present):'''''

|I would eat, if I were hungry :|| if a dak.e (if a eka) a dek.e

|We would stay at home if it snowed || e yüm.e hanya if venre ven.e

|'''''That-clauses'':'''

|I suggested that Paul should eat an apple|| a fuy.o am Paul (c)dek.e şerbe

|He recommends that you be careful||  u füy.e am o buh.e

|It is important that she stay (with you) by your side|| ebo am u yüm.e (oş o) oz vunze

|'''''Desirative-Wish-clauses''''':

|I wish I had a car then I wouldn't get on the bus||             ah (a mih.e) a man.e hunbe ona a yol.ex

|I wish I knew Japanese ||     ah a mad.e Nippon.sa

|I should be able to sleep (I ought to be able to sleep)|| a büb.ö bdar.ı

|"He must have gone" or "he is said to have gone " (allegedly):|| (a büy.e/mid.e/gay.e) (am) u yal.o una

|Martina says that she be in love with you (can be true or not):||  Martina çay.e am u bas.e o

'''Examples for Item 2 clauses:'''

 

There are also irrealis clauses with “hidden/not outspoken” dependencies. This item includes further unreal desires and wishes (I wish/ if only) and necessity/must cases (should) as well.

Item 2 events in ABCL will have “the contrafactual suffix –ç” added to the conjugated verb, indicating that all clauses with this verb suffix are irrealis past subconjuntive.

|'''''If-clauses''':''

|If I had felt well (were I well/if I were well) I would have sung||||         if a bat.o (bab.o abü) a tak.o.ç  

|Would you have helped me if I had asked you ? ||||         jo fah.o.ç  a if a çat.o o?

|If I had been hungry, I would have eaten ||||                  if a dak.o (bab.o zex) a dek.e.ç  

|Without your help (hidden condition) I could not have finished it||||          oşx oz fah.ı a brem.ö.ç.x

|If you would be my son...|||| if o bab.o.ç az salsa …  

|My mother had suggested that I should have eaten an apple|||| az salya fuy.o am a (c)dek.e.ç şerbe

|I drunk so much, that my head would have almost  exploded.||||  a deb.ö oşö am az senbe çik.ö.ç uyu

|I should have been able to sleep (I ought to be able to sleep)|||| a büb.ö.ç bdar.ı

|You should have attended the meeting yesterday  ||||    o çfup.o.ç püspe üçi

|Only if I could have slept |||| ah if a bdar.o.ç …

|I wish I had a car so that I hadn't got on the bus.|||| ah (a mih.e) a man.o.ç hunbe öyü am a yol.ox

|I should have learned German |||| ah a dep.ö.ç Deutsch.sa

|I would have got fresh air outdoor if it had not rained this morning. ||||  a raf.a.ç egi venşe oye.sin if venne ven.öx sa cemkü

ABCL considers the subjunctive in subordinate clauses as not essential for the expression of intent of the speaker and omit it accordingly. For example:  Instead of the subjunctives "I suggest that you be careful", we can say "I suggest that you are careful" without losing the sense intended. “Suggest” implies that the case is “irrealis” even though from the grammatical point of view it is “real”.

Also in case of inferential (indirect reported), not witnessed, doubted and not confirmed irrealis, such as “He said he was a physician” (German: Er sagte, er sei Arzt), the speaker can express his intention by telling it directly, i.e. he can say “He said he was a physician, but I cannot confirm it”. An adverbial auxiliary such as “allegedly or supposedly” would express the same circumstance. Also past subjunctive “He said he had no time” (German: Er sagte, er hätte keine Zeit) can be expressed the same way.

 

Irrealis clauses with the past subjunctive can be replaced also with suitable adverbs such as “He has apparently been there” (er sei da gewesen ) and for the future as “He will assumably be there” (German: er werde da sein) 

Turkish has a separate tense for inferentials: “O git.ti” translates “o git.miş”. If it were necessary, English constructions "he must have gone" or "he is said to have gone" would partly translate this Turkish inferential sentence. Even though it is very convenient to build the subjunctive by simply adding the suffix “–miş” to the verb root “git”, it must be learned by some effort. Instead of it I preferred also in such cases using direct real clauses with suitable phrases to cover the intent of the speaker. Here we would say: “I was told that he has gone” or better “He has allegedly gone.” Even though I defined the suffix “_m” for this case for Level 2.  (a bdur.o.m cemtü = I was able to fall asleep at midnight apparently (or as I was told next morning)=uyuyabil.miş.im

Past subjunctive is also used to form the conditional tense (as Konjunktiv II in German with modal “würde”).  “I would not help him if I were you” can be transferred as “I do not help him if I am you” Here even though both phrases are real, with the meaning of the “conditional if…” it is implied that it is not real because in reality “I cannot be you”.

In French present and past subjunctives used mostly with verbs or adverbs. It is preceded by the conjunction que (that). In case of jussive: Il faut qu’il comprenne cela ("It is necessary that he understand that"), the “necessity” implies “the order” so that there is no need for the further subjunctive moods of the verbs. This idea has been also implemented in ABCL as already stated.

'''Some examples of the means for transferring the English subjunctives in to other languages and ABCL by modifications:'''

 

There are no gender, number and casus declination/flexion at all. Where necessary, gender may be identified by a corresponding noun/adjective. The casus will not be needed, also not all locative prepositions since the unambiguous verb itself normally implies the cases and the object is defined clearly by its position in the sentence. Only in case of complexity the preposition may be needed.  

 

 

 

There are countless “verbal modus” in living World languages. Which often used in one language does not exist such as in another at all. If necessary, modus is expressed using particals and prepositions. For the first level we abandoned most of them, leaving a few where we think it easy to learn and nice to have them for good expression.

!Verb Features|| ABCL Marker/sufix|| English example|| ABCL example

|Conditional (factual-predictive): ||if…|| when I feel well, I sing||if…

| -- (marker conjunction "when, if")||||if I feel well, I shall sing||

|Imperative/jussive || (pp).verb.ı/i|| (2. PS) go and  “let us” go|| (o).yal.eş/e.yal.eş

|Passive|| _n|| modal verb+ “Verb_ed”/(painted)|| koy/koy.#.n

|Ergative || _t|| The kettle boiled/I boiled the kettle|| dul/dul.#.t

|Reflexive || _m|| I wash myself|| das.#.m

|Reciprocal || _k|| modal (love-make love) or verb (beat-fight)|| bas.#.k

|Causative|| _p|| get + “Verb _ed”/ (get painted)|| koy/koy.#.p

|Subjunctive  ||                        

|   ---Present ||       --|| He suggested I should eat||U fuy.o a c.dek.e

|    ---Past/conditional (counterfactual) || _ç|| if I were well I would have sung|| tek/tek.#.ç

 

“Real” conditional mood marker is the conjunctional partical “if” (same as English). Imperative/jussive will be performed by adding the related personal pronouns to the verb (o.Verb, u.Verb (let him.Verb), e.Verb (let us.Verb)…) and “_eş” as suffix. For second person singular the prefix “o” may be dropped thus imperative being “Verb.eş”

 

 

'''Level 2 moods (in Level 1 expressed by auxiliary particals)'''

|Inferential mood/Hearsay|| _v|||| bas.#y|||| ||she is “said to” love me /she "would" love me                     

|Optative|| _y|||| sen.i.y||||||(I wish you) be well

|Genitive|||||||||| _z|||||||||| şintü.z şindü /                     o.z şintü|||||||||| (of, _’s) kitten of the cat / your cat

|Plural|||||| ||||      _i|||||||||| hanka.i|||||||||| _s -      (houses)

Infinitive/imperative form of the verbs "sen” (to be well) and "sin” (to see/meet again) have been defined as “short” greeting nouns, "sen" meaning "hallo" (“full” “sen.eş”: I wish you be well) to be used when people meet/phone and "sin" meaning "good by” (“full” “sin.eş”: I wish to see you again-to keep in touch) when separate.  

 

No further greeting and courtesy words are defined. User can himself introduce such words as “good day, good luck” if he wishes by directly translating them from English or their native languages.  

 

The addressing forms such as “mr., mrs., sir, madam, etc.” have no place in ABCL.

|sen.eş||hallo||Literally: be well !

|sin.eş||see you (good by)||keep in touch  

|dip o||thank you

|enöx||welcome (unrequired)|| unnecessary

|yit.eş||please

|tü o? (o tü)?||how are you?

|(a) abu||I’m fine

|şe.min*||best wishes||(I wish you) the best

|(a) bek||I’m sorry

|abu.cam**||Happy New Year

|anu.cam||merry/holy “Holy Day”

|edi.ben(ne)||good luck

|edi.ten||good health

 

.* Being "min" is root verb for "wish" and "şe" is adjective "most", the full wish phrase would be: “A min.e o şe edi bangı.” meaning “I wish you the best things”. For greeting they will be merged to one word "şemin": This will be used as overall wishes for almost all situations like good luck, success, health, journey etc. (although I defined for good luck and health separate phrases for Level 2)

 

.** Although New Year means "cambe", only first syllable "cam" indicating the class "time" is taken and suffixed to "abu=happy" building one word for the sake of shortness and simplicity. The same apples also to the following phrases.

(question: “J” as prefix/particle or interrogative words) - subject noun/preposition-(modal).verb.tempus suffix.(negotion_x) - adverb - adjective - (first=accusative)object noun/pronoun - preposition(if necessary) - (adjective, if any) - (second) indirect ablative object noun – (preposition, if neceassary) - (adjective, if any) (third) indirect dative/locative noun. Adjective phrases will be placed before the noun they modify. In case of many object nouns, they keep the sequence accusative, ablative, dative, locative. If a sentnce has many objects it would be advisable to use prepositions. I preferred SVO because the verb, as primary and basic element of an expression should be also placed before the object.

Noun-, adjective-, relative- and adverbial clauses will be placed after the verb/noun/adjective/adverb they modify. Relative clauses follow the noun or noun phrase that they modify. The clauses can be formed by the interrogative words as relative/adjective clauses or as noun clauses as in English. However for the first level, we think one or two (“am” and “um” in ABCL) conjunctive partical would be sufficient for the speaker to express what he wants. Because, the noun or phrase to be modified will be indicated by these modifiers so that from the formation of both parts the meaning will be clear in many cases even without utilizing interrogative modifiers such as when, which, who etc. For “that, who, whom, what and which” as “subordinating subclauses” “em” can be used collectively instead.

ABCL does not use English “it” as complimentary subject as “it snows” and “it is important”. We say “venre ven.e = snow falls” and “ebo = important (dropping “it is”)”. For the latter case we need for future (it will) and past (it was) however the verb (to be) “bab” as modal i.e. “bab.a” and “bab.o”.

ABCL lexicon has been set up as Excel matrixes separated for nouns, verbs, adjectives, adverbs, conjunctives-prepositions and pronouns for ABCL-English. Easiest way is to use the search function of the Excel table in both direction. The matrixes could be also used to include a third language (e.g. native language) by the right-click "explanation button". The access to the Table is possible through the URL page of Aybay (https://aydinbaykara.com) or direct contact to the author via e mail (aydbayk.2022@gmail.com)for the interested conlangers.

== SAMPLE TEXT ==  

Here is a paragraph from “The Old Man and the Sea” translated in ABCL (The partical in parenthesis indicates that it can be omitted for the first level. As seen, in English almost 60 percent more letters are required for the same expression.

“I can remember you throwing me into the bow where the wet coiled lines were '''[A b.maz.e (am) o kap.u a an  çikşi ot epi.x kıp.amo tümle.s bab.o]''' and feeling the whole boat shiver and the noise of you clubbing him '''[es am a bat.o am ma hunmi şay.o es vanzı (ov) o pıl.aka u]''' like chopping a tree down and the sweet blood smell all over me.” '''[aç dov.aka şirye oyö es ebe sanna böz.aya şü iy a]'''

The ABCL text now put to gather (dots "." indicating suffixes dropped):

'''A bmaze (am) o kapu a an çikşi ot epix kıpamo tümles babo es am a bato am ma hunmi şayo es vanzı (ov) o pılaka u aç dovaka şirye oyö es ebe sanna bözaya şü iy a.

(109 letters only, where the English text utilized 162 letters for the same.)

'''The Old Man and the Sea'''

'''''Solba (emax solmo) es  Vinpe'''''

He was an old man who  fished    alone    in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish. In the first forty days a boy had been with him.

''U bab.o solba  em(it) top.u şenbe ayü.çe  (in) hunpi  in  G-S          es  u  yal.u    six ki camsa  uço  çx      kan.aka  şenbe.  İn çi  kix camsa      solso bab.u  iç  u. ''

But after forty days without a fish the boy’s parents had told him that the old man was now definitely and finally salao, which is  the worst form of unlucky, and the boy had gone at their orders in another boat which caught three good fish the first week.

As üş    kix camsa   iç.x şenbe,     solso.z salbai      çey.ö  u   am      solba  bab.o uço  etu.çi   es ünu  “salao”, em(et) bab.e  bennü.z  şe edi.x vusbo, es   solso    yal.o  un üz pac.aya (in)   şü      hunpi, em  kan.o   fi  edi  şenbe bi.ği campa.

Bay.şe solba um   yam.o  şö  camsa iç uz ezu.x hunpi,  mel.o solso ava.x    es    u oçi  yal.o  oyö (aş) fag.şe(aka?)  u   kün.aka  üs    kıp.amo  tümlei  or  tümpe  es   tümre   es     hunti um     köc.ö.n      (ük) hunşi.

The sail was patched  with flour sacks  and furled,      it looked like the flag permanent defeat of.

Hunti  düz.ö.n               iç   denki dünlü.i   es    kac.amo, u boy.o    eş     egü   mönpü.z çanla.

The old man was    thin and gaunt with deep wrinkles in the back  of his neck.

Solba bab.o       eke.x es eke.x   iç  egi çud.şe.i  in   uz sinbe.z vunyü.

The brown blotches of the benevolent skin cancer  (which) the sun brings from its reflection on the tropic see          were  on his cheeks.

The blotches ran  well down the sides of his face and his hands  had the deep-creased scars from handling heavy fish on the cords.

But    none of these scars                  were fresh.They were  as old as(kadar) erosions in a fishless desert.

As ''(işüx ov se tünye.i)'' se tünye.i.z işüx bab.o  efi. Ü bab.o  ay.ema.x(al ema.x al)  vanço in şenbe.dox vinşi.

Everything about him was   old except his eyes  and they were the same colour as the sea and were cheerful and undefeated.

İşü       iş     u bab.o  emax  eç  uz senge.i  es ü   bab.o     şi   binye  eş   vinpe  es bab.o mas.ado  es pik.amo.x.    

“Santiago,” the boy said to him as they climbed the bank from where the skiff was hauled up.

“Santiago,” solso    çay.o  u   al   ü  yüş.o     çanma    itoç     hunpi     kec.o   öyo.  

          

“I could go with you   again.    We’ve made some money.”

 

The old man had taught the boy    to fish     and  the boy loved him.

Solba         dap.ü     solso   kon.şe  şenbe   es     solko bas.o  u.

“No,” the old man said. “You’re with a lucky   boat.   Stay with them.”

“Ya,”  solba  çay.o.   “O  bab.o  iç  benne.do şenbe.  üm.eş   iç   ü”

 

 

“I remember,” the old man said. “I know you did not leave me because you doubted.”

 

 

“It    was     papa    made   me leave.              I am a boy and I must obey him.”

“U   bab.o   salna (ut)(mel.ö  a  yag.şe (yag.o.k a).   A   solso es  a   çfom.e   u.”

 

“I know,” the old man said. “It is quite ormal.”

“A mad.o”  solba çay.o“      U öşö benpü.do (ehö).”

 

“U  man.e.x  şi bansu.”

 

 

“Ya,”  solba   çay.o.   “As  e  man.e. J.e  man.e.x?  

 

 

“Ay”,   solko çay.o.  “J.a b.huh.e   o   denku  on)   hande     es  ona    e  kan.a   çancı  hanya.”

 

“Why not?” the old man said. “Between fishermen.”

“Te.x?”           Solba çay.o.       “   Ak şenbe.na.i”

 

They sat on the Terrace and many of the fishermen                         made     fun               of the old man and he     was not angry.

Ü   yaş.o (on)  hande  es şenbe.na.i.z şi.kaka  ''(şi.kaka üv şenbe.na.i)''  mel.o  tom.aya (tomya)     ov     solba  es   u bab.o.x mönu.to (asö.x).     

Others of the older fishermen,  looked at him and were  sad.

İpu.i ov  şa ema.x şenbe.i       bey.o   u    es  bab.o  ava.x.

 

But they did not show it and they spoke politely about the current and the depths they had drifted their lines at and the steady good weather and of what they had seen.

As   ü     kuy.o.x    u  es  ü   çan.o   abi.çi   iş        honke   es ehi.kaka (ot) ü     kög.ö    üz tümtei     es       egü   edi   vendi  es  ov  at   ü   bay.o.    

The successful fishermen of that day were already in and had butchered their marlin out and carried them  laid             full length           across two planks, with two men staggering at the end of each plank, to the fish house where they waited for the ice truck   to carry  them to the market in Havana.

Sa   camsa.z für.ado şenbe.nai      bab.o  ço    in  es       dıl.o    üz şenfi        es   kün.o   ü   (küz.amo?)küz.o.n   ezu vusgu(ehe.kaka)   iv    çi hönfi,  iç   çi solmo  gok.aka   aş   çonpu ov şö solmo,  an   şenbe salsa     ot    ü  rep.ö     aş vönmi hunfe im kün.şe  ü      (an) hinsi in Havanna.  

                                

Those who had caught sharks had taken them to the shark factory on the other side of the cove where they were hoisted on a block and tackle, their livers removed, their fins cut off and their hides skinned out and their flesh   cut        into   strips for salting.  

 

İso  itü(em) kon.o  şenhii,   kan.o    ü   (an)   şenhi hinbö  (on)     şü vunze  ov   vinle   ot   ü      koc.o.n   on koc.ana,         üz sunra   yöv.ö.n,  üz süntü kas.o.n   es    üz sanpu   dav.o.n    es   üz sanşa   kas.o.n (in)(an) çanlo.s   aş  dengo.k.aka.   

                                                                                                                                                        

When the wind was in the east a smell    came  across the harbour from the shark factory; but today there was only the faint edge of the odour because the wind had backed into the north and then dropped off and it was pleasant and sunny on the Terrace.

Öt    venbe    bab.o in vunse böz.aya  yam.o     iv       hünme     aç    şenhi hinbö;    as  üça  bab.o    üyi      eşo   vuskü ov   böz.aya    oy     venbe     sub.o    in an vunne   es   ona   şag.o      es  u bab.o   ama   es  vesne.lo(do) (on)  hande. 

 

“Santiago,”   solko çay.o.

 

“Yes,” the old man said. He was holding his glass and thinking of many years ago.

 

“Ay”  solba  çay.o.     U  küv.ö        uz  dentü  es  mid.ö (ov)  mi camba  öçi.

 

“Can I go out       to get  sardines for you for tomorrow?”  

 

Ja    byal.a oke    im raf.şe sense.i    aş   u      iş camçe?

 

“No. Go    and play baseball. I can still row and Rogelio will throw the net.”

“Ya. Yal.eş es  gül.eş tamsu. A b.töp.e oçe    es  Rogelio  kap.o      tümte.”

 

“I would like to go. If I cannot fish with you, I would like to serve in some way.”

 

A   g.yal.o.                İf a b.tüm.a.x      iç     o,    a    g.füg.e                  in mö hünbe.

 

“You bought me a beer,” the old man said. “You  are  already a man.”

 

“O  hay.o  a   denku”,   solba   çay.o.   “O bab.e      öçi    solmo.”

 

“How old     was I     when you first took me in a boat?”

   

“Te ema.x  a bab.o      öt  o   oçı kan.o  a   in  hunmi?”

 

“Five and you nearly were killed when I brought the fish in to green and he nearly tore the  boat to pieces. Can you remember?”  

 

“Li  es    o   oda  pay.o.n.ç    öt   a  kin.o    şenbe  in an hö    es  u    oda  do.ço     hunmi an vusva.i. J.o b.maz.e?   

    

“I can remember the tail   slapping and   banging   and the thwart breaking and the noise of the clubbing.

“A    b.maz.i    sünve      şer.aka  es   gik.aka     es    rim.şe kir.aka,   es  vanzı    ov pıl.aka.o

 

I can remember you throwing       me into the bow where the wet coiled lines were   and feeling the whole boat shiver and the noise of you clubbing him like chopping a tree down and the sweet blood smell all over me.”

 

A  b.maz.e (am) o (kap.u)kap.aka  a  in an  hundi  ot  epi.x kıp.amo tümle.i (bab.o) es  bat.aka     ma  hunmi şay.o   es  vanzı   (ov)o pıl.aka    u   eç  dov.aka   şirye oyö  es  ebe sanna böz.şe     mo   ek   a.

 

“Can you really remember that or did I just tell it to you?”  

 

“Jo      uyo    bmaz.e  isu  or    ja  üyı çey.o  u  (an) o?”

 

“I remember everything from when we first  went  together.”  

 

“A  maz.e     işü      aç    öt  e  oçı    yal.o   uyu.”

 

The old man looked at him with his sun-burned, confident loving    eyes.

 

Solba        bey.o    u   iç   uz    kaş.amo,     akö,   bas.ano   senge.i.

 

“If you were     my boy         I’d take   you out     and   gamble,” he said.   “But you are    your father’s and your mother’s and you are in    a lucky boat.”

   

“İf o  bab.o.ç az solso(salsa)   a  kan.e    o  (oke)en   es     tüh.e” u  çay.o.  “As   o (bab.e)  oz  salya.z  es    oz    salna.z es  o      in   benne.do hunmi.”

 

“May I get the sardines? I know  where I can get  four baits too.”

“Ja  d.raf.e   şense.i? A  mad.e  ot   a  b.raf.e   ki tümde  üyo”

 

“I have mine left from today.       I    put   them in salt      in the box.”

“A    yag.o   iza   aç camça(üça ). A  kaz.o    ü     in  dengo  in döngö.”