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* Introducing logical rules in grammar, which should be however as little as possible. | * Introducing logical rules in grammar, which should be however as little as possible. | ||
* High degree of unambiguity. It means that each word has exactly one grammatical interpretation. Their grammatical relation to each other should be | * High degree of unambiguity. It means that each word has exactly one grammatical interpretation. Their grammatical relation to each other should be exactly defined. | ||
* The words shall be classified in predefined, clearly distinguishable | * The vocabulary should be memorized easily. For that, the words shall be classified in predefined, clearly distinguishable classes. It should include ways of connotation-bridges as reminder-hints to already memorized but disremembered words. | ||
* Phonologically it should be avoided to define a different word by aspiration, shortening, lengthening, and stressing or accenting a phoneme, consonant or vowel. | * 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. | * For the ease of utterance and fluency the diphthong and double consonants (clustering) in a syllable shall be avoided. | ||
* The words shall be as short as possible for short expressions and for saving printing paper. | * The words shall be as short as possible for short expressions and for saving printing paper. | ||
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ABCL tries to achieve these goals by: | ABCL tries to achieve these goals by: | ||
* Clearly defined syntax (SVO), fixed order of affixes, simple and reduced number of tenses, moods, aspects if compared with living languages. | * Clearly defined syntax (SVO), fixed order of affixes, simple and reduced number of tenses, moods, aspects if compared with the most of the 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. | * 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 (i.e, to be additionally memorized) 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 ( | * 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 (except after conjugation) and adverbs all words end up on a vowel. | ||
* This scheme avoids diphthongs and clusters | * This scheme avoids diphthongs and clusters too, with three exemptions only (the modal prefixes, plural and modal suffixes in combination with passive suffix “n” and antonym suffix _x”) | ||
* ABCL relies up on the Turkish alphabet and orthography and follows the principle | * ABCL relies up on the Turkish alphabet and orthography and follows the principle “one letter per sound.” | ||
As for example, because the adverbs, adjectives, conjunctives, prepositions and pronouns are the most used words in many languages we have created such words as two and three letter 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. | |||
Here are some guidelines for easy understanding of the following text: (where “C” indicates consonants and “V” vowels) The sign “*” attached to a “V”(V*) or “C”(C*) indicates that the vowels vary from “a” to “ü” and the consonants from “b” to “z” respectively. The sign “#” is a placeholder for a varying vowel or consonant. The point “.” between syllables of ABCL words is used to indicate an affix. It is just a demo to make the role of the suffixes clearer in this article. It will not be applied in normal usage of the language. | Here are some guidelines for easy understanding of the following text: (where “C” indicates consonants and “V” vowels) The sign “*” attached to a “V”(V*) or “C”(C*) indicates that the vowels vary from “a” to “ü” and the consonants from “b” to “z” respectively. The sign “#” is a placeholder for a varying vowel or consonant. The point “.” between syllables of ABCL words is used to indicate an affix. It is just a demo to make the role of the suffixes clearer in this article. It will not be applied in normal usage of the language. | ||