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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 exactly defined.
* 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 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.
* 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.
* 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 (clustering) in a syllable shall be avoided.
* For the ease of utterance and fluency the diphthong and double consonants 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 the most of the living languages.
* 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 (i.e, to be additionally memorized) 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 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 (except after conjugation) and adverbs all words end up on a vowel.
* 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 too, with three exemptions only (the modal prefixes, plural and modal suffixes in combination with passive suffix “n” and antonym suffix _x”)
* 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.”
* 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.
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.


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.
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=== BASIC/ROOT NOUNS ===
=== BASIC/ROOT NOUNS ===


“Basic/root nouns” consist principally of five letters (CVCCV). There are however nouns derived from verbs, adjectives and other nouns having five-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 19 noun classes, each of them heading a special area of use, such as “body”, “human”, “animals”, plants, “mental”, psychology-spirit”, “social”, “economy”, “daily home”, “health”, “pastime”,” nature and environment”, “science”, “technic”, “construction- transport”, “time”, “measurement”, “military” 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.
“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.
 
This partly philosophical approach of word creation is not favoured by some critics, saying words differing by an end vowel (or consonant) only, could be mixed up easily. This may seem at first sight true but many world languages have similar words, which is not considered as a problem for them. Even so, the grouping and classification of words as done in ABCL have the big advantage of connotation for memorizing or remembering a word.


This partly philosophical approach of word creation are not favoured by some critics, saying words differing by an end vowel (or consonant) only, could be mixed up easily. This may seem at first sight true but many world languages have many similar words which is not considered as a problem for them. Even so, the grouping and classification of words as done in ABCL have the big advantage of connotation for memorizing or remembering a word.
Nouns are created by the use of an Excel matrix; an example for the main topic “BODY” is shown below.
Nouns are created by the use of an Excel matrix; an example for the main topic “BODY” is shown below.
For this heading, CVCCV is selected as S#N##, whereas S and N being basic consonants for the heading “BODY”. The subtopics are constructed by varying first vocal in lateral line of the matrix from “A” to “Ü” (also 8 vocals=8 columns) (here, for example, for subtitle “Head”, first varying vowel being “E”, first syllable is SEN and for the following subtitle “Upper Body”, it is SİN ). Now for each subheading having a fixed CVC (e.g. SEN), the fourth letter (consonant) will be kept, the fifth letter (a vowel) will be varied from “A” to “Ü” (“SEN”C#), building a block with 8 columns. ((In the matrix below, for the sake of vowel harmony (applied for the “Level 1” only) some columns (e.g. “sanbe, sınbi, sünbo..) haven’t been utilized.)) Vertically, at the each column of the matrix the fourth letter (a consonant) will be varied from “B” to “Z” (“SEN”C*”a”… 20 in total). This way for each subtopic 8×20=160 nouns could be created theoretically. For one heading (e.g. “BODY” with the corresponding fixed consonants “SAN”##, “SEN”## etc. as here) we could have 8×160=1280 nouns. Varying “N” in this scheme from “B” to “Z”, we will have 20×1280=25 600 nouns beginning with “S”. And for 20 initial consonants, we could have created 20×25 600=512 000 nouns with this matrix scheme.


For this heading, CVCCV is selected as S#N##, whereas S and N being basic consonants for the heading “BODY”. The subtopics are constructed by varying first vocal in lateral line of the matrix from “A” to “Ü” (also 8 vocals=8 columns) (here, for example, for subtitle “Head”, first varying vowel being “İ”, first syllable is “SİN” and for the following subtitle “Upper Body”, it is SON ). Now for each subheading having a fixed CVC (e.g. SİN), the fourth letter (consonant) will be kept, the fifth letter (a vowel) will be varied from “A” to “Ü” (“SİN”C#), building a block with 8 columns. Vertically, at the each column of the matrix the fourth letter (a consonant) will be varied from “B” to “Z” (“SİN”C*”a”… 20 in total). This way for each subtopic 8×20=160 nouns could be created theoretically. For one heading (e.g. “BODY” with the corresponding fixed consonants “SAN”##, “SİN”## etc. as here) we could have 8×160=1280 nouns. Varying “N” in this scheme from “B” to “Z”, we will have 20×1280=25 600 nouns beginning with “S”. And for 20 initial consonants, we could have created 20×25 600=512 000 nouns with this matrix scheme.
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.
As said above, 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 scientific/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 (SİN#e) indicating sense organs like eye, nose, ear (denoted as sine: primary) and further columns right of them, the subparts of first noun at the beginning (denoted as “seconders”). For example: eye (sinye) (first column), then in the same row; iris (sinyi), eyelid (sinyo), pupil (sinyü). Being Excel table, the matrix allows right click explanation for each cell, where we can put the meaning of a word in any language.


                       '''ABCL nouns of group S#N##* ''(BODY)''''' (selected partially as example)
                       '''ABCL nouns of group S#N##* ''(BODY)''''' (selected partially as example)
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Prosodics are generally not required. However to avoid the misunderstanding due to close sounds of some vocals the (especially second) syllables must be accentuated.
Prosodics are generally not required. However to avoid the misunderstanding due to close sounds of some vocals the (especially second) syllables must be accentuated.


=== DERIVED NOUNS ===
=== DERIVED NOUNS ===
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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. However, we can see that there is not a different noun created from the same verbal root by different suffix groups "aya, "aşa" (also aha, ada" and “afa”). Even it seems sometimes so as for "expectation via expectancy" the meaning remains almost the same. It means, we can use one suffix only instead of those four. (Seemingly different meanings by different suffixes allocated to the root verb, not to the suffix, accordingly no need for such suffix diversity.)
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 have lessened suffixes of the groups: 1. "aya" for result/ product of act as real object normally. (nomina acti-quantitative). But sometimes abstract objects included in this category, if the meaning is modified in daily speech as “knowledge”) 2. Suffixes "ama" and "ana" will be merged to "ana" indicating the subject of the act (independently person or thing) only. (nomina agentis) 3. Passive subject suffix "asa" remains as it is. (nomina patientis) 4. Merged suffix is "aça" including also "aca" which denotes the place. (noun loci) 5.  The groups "afa" standing for "-ing" (gerund-nomina actions) and “aha” (nomina acti-qualitative, “ada” (nomina actions), suffixes naming the action itself by the name with the form CVC.CV (VCVkkV or VCVllV for verbs derived from adjectives), which means that the last two letters of the verb will be reversed and so suffixed to the verb. This specific type of derived noun has five letters differently of others with six letters in CVCaC*a format. As stated already for the often-used words we don’t use derived ones but created new if it suits with the existing noun categories. E.g. for to the verb “know=bon” related noun “knowledge”, instead of derived “bonaya”, created noun “bonku” will be used.
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 and one specific form 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.
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)
(Shortened in the lists above and below; complete lists of this group can be seen at my URL: http://aydinbaykara.com)


With the help of those five suffixes and assumed two thousand suitable verbs, it would be possible to create 10 000 new nouns for Level 1 only.
With the help of those five suffixes and assumed two thousand suitable verbs, it would be possible to create 10 000 new nouns for Level 1 only.
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||| ||  || ||||-meter||thermometer (Suffix replaced by compound words  such as "heat gauge")  
||| ||  || ||||-meter||thermometer (Suffix replaced by compound words  such as "heat gauge")  
|}
|}
For the similar consideration as the deverbal noun derivation above, ABCL will have the suffix "da" for the suffixes of the Level 2 “da, ha, ya”; the suffix "ba" for "ba, va, ra, sa"(all human related), “ga” for “_ism”  and "ta" for scientific nouns.
Even if rarely, it is possible that one Level 1 suffix covers two nouns with differing meaning (In the table above "motherhood" and "mummy" are both derived from "mother". With one Level 1 suffix ("da") only, we would have an ambiguity. Therefore, we need here to go back to Level 2, where we have two different suffixes ("da" and "ya") or some particles to highlight the one in mind.


If a noun very frequently used, we defined beside derived one also a root noun for it directly in ABCL as seen above (pespo.ba =sulpo (politician) or vatne.ra=sülne (engineer)). 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.
For the similar consideration as the deverbal noun derivation above, ABCL will have the suffix "da" for the suffixes of the Level 2 (L2)"da, ha, ya"; the suffix "na" for "na, ma, sa, ra"(all human related) and "ta" for scientific nouns.
 
Even if rarely, it is possible that one Level 1 suffix covers two nouns with differing meaning (In the table above "motherhood" and "mummy" are both derived from "mother". With one Level 1 (L1) suffix "da" only, we would have an ambiguity. Therefore we need here to go back to Level 2, where we have two different suffixes ("da" and "ya").
 
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.


==== Noun Derived from Adjective ====
==== Noun Derived from Adjective ====
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|_vunye|| || şı.vunye, ki.vunye||_gon||''polygon, pentagon''
|_vunye|| || şı.vunye, ki.vunye||_gon||''polygon, pentagon''
|}
|}
(*)Nouns will not be derived from deverbal adjectives but directly from verbs, so it will be “gav.va” and "vof.fo".
(*)Nouns will not be derived from deverbal adjectives but directly from verbs, so it will be “göd.ayax”
   
   
==== Noun Derived from Adverb ====
{|
|_'''_sı/si'''|| || || oye.si|| || ||-side|| || ||''outside''
|}
==== Compound/Combined Noun Derivations ====
==== Compound/Combined Noun Derivations ====
{|
{|
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|adjective.noun||şo.bangı||something
|adjective.noun||şo.bangı||something
|}
|}
*Last two letters of the adjective (edi, ebi, oşo-distant, big, some) as prefix and simple present tense of the verb (ses.e-see) will be used.
In case of the combined phrases “verb+noun”, the verb keeps its basic form (infinite) followed by the noun but with separation. (e.g.: fes ((to) serve) and vitka (car) combined to “fes vitka” (service car)). Grammatically the verb acts as the adjective.
“Yes” and “No”: “Ay” and “Ya” (This pair is considered mostly as noun, therefore placed here)


== VERBS of ABCL ==
== VERBS of ABCL ==
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=== BASIC/ROOT VERBS ===
=== BASIC/ROOT VERBS ===


Verbs consist basically of three letters as CVC. They are also classified in schemes similar to the nouns. Seventeen “main headings” (with the first denoting letter of the group following) are “Physical Acts -K##”, “Active Actions –Y, L, R and G##”, “People/Human – S and Ş##”, “Social Relation –F, N and P##”, “Mental Activities –B and M##”, “Household, Daily Life -D##”, “Pastime, Spor, Health -T##”, “Utterance, 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 five hundred 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 (For the purpose of correlation with English words this “principle” has been relaxed considerably).
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).


As example, some verbs in the category “K-physical acting” are shown below:
As example, some verbs in the category “K-physical acting” are shown below:
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Verbs will be flexed for the Level 1 beside tenses also for ergative, causative, imperative, passive, reflexive, subjunctive and negative. Suffixes for further tenses and moods have been defined also for Level 2 such as reciprocal, 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.
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.
 
Verbs are transitive, intransitive and also both even though identical in writing (and speaking as in English). A transitive verb in one language may be intransitive in another language. Because English includes many such verbs, for the translation from English to ABCL, ABCL needed two different verbs for each type of the meaning in order to overcome the ambiguity.
 
Thus, the ergative mood has been introduced with the suffix “_t” after the intransitive verb to make it “transitive”. Accordingly, a verb defined in ABCL lexicon is intrinsically intransitive, if it is not clearly transitive by its own inherent sense. Therefore the lexicon does not contain transitive verbs which can be flexed with the suffix “_t” from the intransitive verb except those used very frequently. With other words, if one search the lexicon for the ABCL translation of an English verb, the counterpart verb will be the one with the intransitive meaning.
 
This is however not a big issue, because a verb in a clause accompanied by an object will be understood as transitive in any way.
 
=== DERIVED VERBS ===
=== DERIVED VERBS ===


Verbs will be derived from nouns and adjectives by adding suffixes according to a fixed scheme. They will typically end also on a consonant as the root verbs.
Verbs will be derived from nouns and adjectives by adding suffixes according to a fixed scheme. They will typically end also on a consonant as the root verbs.


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 six letters verbs.) For the adjectives also the suffix “_l” is chosen (these types of verbs are always intransitive).
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.


==== Derived Verbs from Nouns (Denominal Verbs) ====
==== Derived Verbs from Nouns (Denominal Verbs) ====
- ''Examples (first noun of the rows translated only)
- ''(first noun of the rows translated only)
''
''
{|
{|
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==== Derived Verbs from Adjectives ====
==== Derived Verbs from Adjectives ====
|-Example:
{|
{|
!'''ABCL Suffix'''||||'''ABCL verb'''||'''English verb''' (examples)
!'''ABCL Suffix'''||||'''ABCL verb'''||'''English verb''' (examples)
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|-  
|-  
|}
|}
In case of adjectives created as antonym (by negation suffix “_x”), derivation suffix comes after “_x”. Thus, if the derived verb would be negated, such construction as “ebix.l.o.x” (ebixlox=not diminished) are possible sinbe the suffix “_x” will be placed after the tense-conjugation suffix.
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.


If “x” follows or followed by a consonant, a short sounded “ı or i” may be introduced in between (in accordance with the vowel harmony) in speaking, but not in writing. (e.g. enu.x.l.o=became old).
=== Verbal Forms in ABCL ===
 
=== Infinite and Imperative ===
 
{|
!'''ABCL Suffix Level 1'''||||'''Example: ABCL noun'''||'''English Suffix'''||'''Some English Nouns as Samples ''
|-
|'''_eş-x''|| || yun.eş(!), den.eş.x(!)||to ... (infinite)/!||to run, to eat / /'''run!, eat-don't eat!)''
|}
 
=== Verb Transformation in ABCL ===
 
Many verbs in English are ambitransitive (ergative-anticausative) (transitive and intransitive, depending on the context) such as burn, sink, read, break etc. where the separation is provided either by their context (receiving an object) or by the special prepositions/particles. For the translation from English to ABCL, ABCL would need two different root verbs for each type of the meaning in order to overcome the ambiguity. Therefore, I have tried to minimize and to simplify this duality. The verbs defined in lexicon are either inherently intransitive (among others linking verbs including all copula verbs) as appear, be, become, feel, get, grow, keep, look, seem, sound, smell, stay, turn etc.) i.e. they cannot take object or inherently transitive, i.e. they take object anyway. Verbs such as “to boil” is considered in ABCL as inherently intransitive because boiling is an inherently specific characteristic of fluids.  Equivalent of any ambitransitive English verb is defined in ABCL always intrinsically as transitive (e.g. the verb “sink=yes” is in ABCL transitive only even though in English it may have the meanings such as: the boat sank (intransitive) and the storm has sunk the bot (transitive)). Intransitive includes also reflexive and reciprocal. (Most of the natural languages have more transitive verbs than intransitive, e.g. English and German about 60%, therefore I have chosen transitive sinse as basic in case of the duality.)
 
Because there are too many ambitransitive verbs, which can be transformed by reflexion in to (semi-) intransitive verbs, ABCL introduced the reflexive suffix “_m” for this purpose. (Example: look at (vt) vs look nice (vi)- bul.# vs bul.#.m) With this approach the problem of the ambitransitive verbs would be overcome in ABCL.  Other way around to make out of an intransitive verb a transitive one (ergative) ABCL defined the suffix “_t” and for the reciprocal the suffix “_y”.


Many verbs in English are ambitransitive (transitive and intransitive, depending on the context) such as burn, sink, read, break etc. where the separation is provided either by their context (receiving an object) or by the special prepositions/particles. ABCL tries to minimize and to simplify this duality. The verbs defined in lexicon are either inherently intransitive (among others linking verbs like appear, be, become, feel, get, grow, keep, look, seem, sound, smell, stay, turn etc.) i.e. they cannot take object or inherently transitive, i.e. they take object.  Equivalent of any ambitransitive English verb is defined in ABCL always as transitive too (e.g. the verb “sink=yus” is in ABCL transitive only even though in English it may have the meanings such as: the boat sank (intransitive) and the storm has sunk the bot (transitive)). Intransitive includes also reflexive and reciprocal. Because there are too many transitive verbs which can be transformed by reflexion in to (semi-)intransitive verbs, ABCL introduced the suffix “_t” for this purpose. Similar approach has been chosen also for the reciprocal verbs with the suffix “_k”.  With this approach the problem of the ambitransitive verbs would be overcome in ABCL.  Other way around to make out of an intransitive verb a transitive one (ergative) ABCL defined the suffix “_t”.
English uses also different word or auxiliary to make out of an inherently intransitive verb a transitive verb (like “die-kill”, “sleep- get/make… sleep”) or opposite.  Contrary to ABCL, it creates from transitive verb intransitive reflexive verbs by using reflexive pronouns (protect-protect oneself).
English uses also different word or auxiliary to make out of an inherently intransitive verb a transitive verb (like “die-kill”, “sleep- get/make… sleep”) or opposite.  Contrary to ABCL, it creates from transitive verb intransitive reflexive verbs by using reflexive pronouns (protect-protect oneself).
The verb “bab” is introduced as ABCL equivalent of English verb “to be”, it will be utilized however in copula mood as “zero copula”. For example, “it is beautiful” translates into ABCL (for the sake of simplicity) not as “u babe ebe” but as “u ebe” or simpler as “ebe” if the context permits it.
Other suffixes for further verbal forms are listed in the table under the title: Modal Verbs, Inflexions and Modus in ABCL further below.
Other suffixes for further verbal forms are listed in the table under the title: Modal Verbs, Inflexions and Modus in ABCL further below.


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=== BASIC/ROOT ADJECTIVES ===
=== BASIC/ROOT ADJECTIVES ===


Basic adjectives consist of three letters as VCV/x, yielding about 500, but doubling by using of “x” at the ends giving an adverse meaning such as “ebe” for beautiful and “ebex” for ugly. Adjectives have also been separated in classes. “Determiners” with the subtitles: “interrogative, demonstrative, indefinite (quantifier), indefinite numerical, main colours, placing and possessive” where first vowel “o”/“ö” and “u” (for colours only) indicates the “determiner group” and varying consonants (C*’s as “t, s, ş, m, y”  (colours have also other consonants)) decoding the subtitles like “interrogative”. Second group is the “qualifier/classifiers” with three subtitles: First title beginning with “o” is special classes as human feature, frequently used etc.); second with “a” evaluative-descriptive for “people” (personality and behaviour mainly) and third with “e” description of “things”.
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.  


Each of them has been subdivided internally according to the scheme e.g. V#V (eC*a, eC*e; eC*i; … eC*ü). Although each subtitle was originally designed to indicate a special type of the adjectives such as “aC*e-being”, “aC*i-behaviour” or “eC*ü-nature/science, the order could not be kept due to new idea of “harmonizing” the sound between ABCL and English adjectives for the ease of memorizing by connotation. (e.g.: ebi=big, where the last letters “bi” of ABCL same (or similar) with the first letters “bi” of English word). Thus, even though the first idea has been kept; e.g. for the “aC*V, the subtitles “physical features, appearance, human attribute, opinion-view, etc.,” at the end they are mixed up to the certain degree anyway.
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.
Examples for Root Adjectives:


Examples for Root Adjectives:
{|
{|
!Indefinite (Quantifier): şV*||||English|| || ||DQ: eC*e|||| ||Physical Descr. of Things|| ||DP: aC*i|||| ||Person-Behaviour
!Indefinite (Quantifier): şV*||||English|| || ||DQ: eC*e|||| ||Physical Descr. of Things|| ||DP: aC*i|||| ||Person-Behaviour
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Possessive Determiners: az, oz, uz, ez,  öz, üz- my, your, its, our, your, their
Possessive Determiners: az, oz, uz, ez,  öz, üz- my, your, its, our, your, their


Possessive determiners are adjective in their role in syntax but because genitive suffix “_z” is placed after the word they don’t agree with the rules set here. Therefore, they will be handled in ABCL as possessive pronouns exceptionally.
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.
 
'''
'''
=== DERIVED ADJECTIVES ===
=== DERIVED ADJECTIVES ===
'''
'''
   
   
Adjectives will be derived by adding suffixes to the verbs and nouns. As the root adjectives, also derived one’s end with a vowel, typical for adjectives. Thus, they will have six to eight letters.
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.


==== Deverbal Adjectives ====
==== Deverbal Adjectives ====


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.), “_amo” (for capability “_able/_ible”). Differently from English, for past participle and present participle ABCL uses not the conjugated verb forms for adjective but derives new words as  “_ono” (for past participle _ed) and “_iko” (for present participle _ing).
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).


Examples for Deverbal Adjectives:
Examples for Deverbal Adjectives:
{|
{|
!_ado-adox||||_ful-less||||(_azo)ado||||_ant/-ent||||_ako||||_able, _ible||||_amo||||p.p _ed/irregular
!_ado-adox||||_ful-less||||(_azo)ado||||_ant/-ent||||_ako||||_able, _ible||||_amo||||p.p _ed/irregular
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'''
'''


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 “_no” (for capability “_able/_ible”)
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")


Examples
Examples
{|
{|
!_do||||_ful, _ous||||_dox||||-less, in-, ir-||||_ko||||_able,_ible
!_do||||_ful, _ous||||_dox||||-less, in-, ir-||||_ko||||_able,_ible
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|}
|}


With these 8 suffixes (ado, adox, ako, amo, ano, do, dox, no) it is possible to get unnumbered new adjectives from verbs and nouns additionally to 520 root adjectives.
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.
 
=== Antinomies of Adjectives ===
 
As stated already, the antinomies of adjectives will be generally defined by adding the suffix “x”. This has been done preferably with the pairs where in English a separate adjective available for the antinomy. This way the number of words to be memorized would be reduced considerably. For the adjectives used very often we made however some exceptions. In order to avoid a mix up which comes first, it is necessary to implement certain rules. These are: For physically quantifiable, the bigger/larger/heavier/stronger etc. is the base adjectives, the latter will get “_x“ (like: big-small: ebi-ebix; for qualitative, what people normally prefer, comes first (like: honest-false: oho-ohox; hot-cold: ovo-ovax etc.). Adjectives which are used in speech mostly shall have basic form even the foregoing stated rules implies differently. (e.g.: “eda-x” (dark- light/pale), even though “dark” implies physically “unfavorability” because “light” is used relatively seldom competed with “dark”.
 
The suffix “_x” comes always directly after the adjective (basic or derived does not matter- e.g. ohox.ka, enux.l, minşi.do.x), followed by other derivational suffixes.


=== NUMBERS in ABCL ===
=== NUMBERS in ABCL ===
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Also for the numbers, the suffix “_x” meaning zero, a differing system has been created.
Also for the numbers, the suffix “_x” meaning zero, a differing system has been created.


Cardinal numbers/ digits: 1 to 9: bi, çi, fi, ki, li, vi, pi, si, yi
1 to 10: bi, çi, fi, ki, li, vi, pi, si, yi, bix


{|
{|
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|}
|}


For 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.
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 (unary notion):
 
Bis, biy, bim, bir, bit, biv, biş, big (quadrillion)


Above that, the system follows one thousand pattern such as “bix big, biç big, bif big, bil big, biv big” etc.
The system continues in such “ten” times pattern as:


At the first sight it seems to be some ambiguity with some verbs, e.g. “bip” means as verb “disappear” but as number “ten million” or “bibi” means “occurring” 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 after the verbs and before the noun they modify. (e.g.: u bibi bibi üs bi camya=It is occurring eleven times a year.)
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.


Ordinal numbers are as below: (example for 2 “çi”)
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.
 
çi.ji:....                           two.half             
 
çi.ği:....                            *-th (second)
 
ki.ği:....                            four.th
 
öşü çi/fi:....                          both/every three         
 
ki.z.çi:....                            two forth (two of four; four’s half)        
 
çi.vum, fi.vum, ki.vum :....            double/two fold/twice, triple, quadruple   
 
çi.ğ.ma, fi.ğ.ma : ....                couple, trio


== ADVERBS ==
== ADVERBS ==
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=== BASIC ADVERBS ===
=== BASIC ADVERBS ===


Basic adverbs consist of two letters in scheme of VC, 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 words in ABCL, if used as adverb. Also here there are separate headings for subdivision, indicated by choose of the vowels. For example, first letter being variable vowel, (“V*”), second letter C (consonant) indicates the subdivision. The consonants e.g.  “s, t, y” indicate “time” and “ş” the “quantity” where the first letter (vowel) varies from “a” to “ü” (* means always “varying letters” in this article). This way 110 words can be created (without the use of the vowel “ı”). The consonant “ç, f, l, n” code the “adverbs of manner” which are subdivided into four, such as limitation (*f), descriptive (*ç) etc.
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.
 
Examples:


Some Examples:
{|
{|
!'''Time'''|||| '''Quantity'''||||||'''Manners'''||(direction)||||'''Manners'''||(descriptive)
!'''Time'''|||| '''Quantity'''||||||'''Manners'''||(direction)||||'''Manners'''||(descriptive)
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'''
'''


Also here there are deviations in the number of basic letters while deriving adverbs from verbs, nouns and adjectives.
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''
Examples for some derivations: (The firsts English words in row are translated in to ABCL only)


'''
'''
==== Derived from Root Verbs ====
==== Derived from Root Verbs ====
'''  
'''  
Examples:


{|
{|
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==== Derived from Root Adjectives ====
==== Derived from Root Adjectives ====
'''
'''
Examples:


{|
{|
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'''Derived from Root Nouns'''  
'''Derived from Root Nouns'''  
Examples:


{|
{|
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|_ça||||süb.ça, hünbe.ça, ehe.ça||||a_||||''a.miss,  away, along'', ahead, apart,  alone ||
|_ça||||süb.ça, hünbe.ça, ehe.ça||||a_||||''a.miss,  away, along'', ahead, apart,  alone ||
|}
|}
Negation suffix comes in these cases at the end of adverbial suffix “_r”
The number of derived adverbs from the verbs and adjectives only would yield about two thousands.
 
The number of derived adverbs from the verbs and adjectives only would yield about two thousand.


== CONJUNCTIVES-PREPOSITIONS ==
== CONJUNCTIVES-PREPOSITIONS ==


Conjunctives-prepositions consist of two letters as CV.  Logical groupings have been built systematically, such as conjunction particles (and, or, then, so… ), particles for subordinate clauses (so that, even if, unless etc.) and prepositions. For example, the consonants “p, r, s and v” point out to coordinating conjunction (like else, consequently, however, and, but) and “k, l, m and  n” to the locational prepositions (like in, at, on, out, under, above, behind etc), with the vowel varying from “a” to “ü”.
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.


=== CONJUNCTIONS ===
=== CONJUNCTIONS ===
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|}
|}


== PRONOUNS and Possessive Determiners (Adjective Pronouns) ==
== PRONOUNS ==
Pronouns consist of one (personal pronouns) 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” (except reflexive pronouns) with which they would be recognizable and differ from adjectives. Possessive determiners (adjective pronouns) have two letters (V*z)
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.


{|
{|
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||| || || |||| ita.pis||how much||
||| || || |||| ita.pis||how much||
|}
|}
'''Relat. Pronouns as Subordinate Conjunction'''.  em......  which/that/who


== NEGATION AND QUESTIONS ==
== PLURAL, NEGATION AND QUESTIONS ==


Negation of the act is done by adding suffix “x” at the end of the conjugated verb and verbal modal suffixes (like passive) if any. With “_x” as suffix, ABCL construct also antonym for adjectives, (seldomly)adverbs and conjunctives/prepositions (also seldomly as the pair “with-without”) where appropriate. “X” stand alone means “not” in English but for phrases such as “… or not” or for expressions (e.g.: you, not!= o x!; not today!= x at!; not nice= x eni!) only.  “X” is also used for the number “zero”.
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 particle before subject noun, spoken with a “short-soundless “ı” sound (like “ion-loud” in “station” (explained before)). It can also build vocal harmony with the first syllables of the following noun which will be however omitted in writing.
Negation of the act is done by adding suffix “_x” at the end of the conjugated verb. With “_x” as suffix, ABCL constructs also antonym for adjectives, adverbs and conjunctives/prepositions where appropriate. “X” is also used for the number “zero”. If the suffix “_x” follows a consonant a “short-soundless “ı” (like “ion-loud” in “station”) or the preceding vowel will be repeated shortly before “x” for vowel harmony.
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?)
Example: J.a yüsa? (Shall I swim?);
J (Jɯ or Je) şenbe b.yüs.e? (Can fish swim?)


== TENSES, ASPECTS and SUBJUNCTIVES/IRREALIS of ABCL ==
== TENSES, ASPECTS and IRREALIS ==
   
   
=== TENSES and ASPECTS ===
=== TENSES and ASPECTS ===


Verbs are conjugated for five tempus “future, simple present, present continuous, simple past (past 1) and imperfect/durational past/history” (past 2), with the corresponding vocals “a, e, i, o/ö, u/ü” placed after verbs as suffix. (“ö” and “ü” are for “prior” event in case of two linked events, otherwise u/ü and o/ö can be interchanged for the vocal harmony)  
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.


{|
{|
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|}
|}


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


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 (present perfect in English) 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.  


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. In 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.
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.
 
ABCL has none of the complicated aspects requiring the usage of modals and root modification of the  verbs 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 particles. 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.
 
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 have introduced Past 2 in order to cover such aspects. Historical events are natural 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 explicit duration of the event. Again, the adverbial auxiliaries can help also here in cases of uncertainty.
 
Future progressive, -perfect and -perfect progressive aspects could not easily be replaced by auxiliaries also. I introduced for these cases instead of modals as in English/German, the prefix “_s” in ABCL. It serves for future subjunctives followed by the aspect which is indicating the presence or past of the conjugated main event.  


Future progressive, perfect and perfect progressive aspects could not easily be replaced by auxiliaries also. There I introduced for these cases as modal the verb “to be” which is named “bab” in ABCL. Its future tense “bab.a” serves for future followed by the aspect which is indicating the presence or past of the conjugated main event.
 
Below, some examples for the cases explained above for the tenses and aspects used in English and their equivalent in ABCL:
Below, some examples for the cases explained above for the tenses and aspects used in English and their equivalent in ABCL:


'''Aspects of English present tense and their equivalent/counterpart in ABCL:'''
'''Aspects of the English present tense and their counterpart in ABCL:'''
{|border=1
{|border=1
|Present simple ||||   "I eat"|||| A den.e
|Present simple ||||   "I eat"|||| A dek.e
|-
|-
|Present progressive || || "I am eating" |||| A den.i
|Present progressive || || "I am eating" |||| A dek.i
|-
|-
|Present perfect || || "I have eaten"|||| A den.ö  
|Present perfect || || "I have eaten"|||| A dek.ö  
|-
|-
|Present perfect progressive || || "I have been eating"||||  A den.ü
|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 den.ü oyüx camya us em.
|I have been eating last year often outside.|||| (This year I eat at home)||||  A dek.ü mü camba öşa oye.
|}
|}


'''Aspects of English past tense (and in brackets, how it is expressed in ABCL reverse translation with the help of auxiliaries):'''
'''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 den.o  (üs) (us)
|Past simple |||| "I ate" (once) (often)|||| A dek.ö (üçu) (öşa)
|-
|-
|I used to eat|||| (I ate habitually)  ||||   A buso deneş/ A den.o (sihir)
|I used to eat|||| (I ate habitually)  ||||   A dek.ö (oli)
|-
|-
|Past progressive |||| "I was eating" (for a while)  (sweets)|||| A den.u (öt) (densö)
|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 den.ö (oy) (he o yaro)
|Past perfect|||| "I had eaten" (already) (as you have arrived)|||| A dek.ö öçi…
|-
|-
|Past perfect progressive|||| "I had been eating"|||| A den.ü
|Past perfect progressive|||| "I had been eating"|||| A dek.ü
|-
|-
|Past perfect (for “prior” event)  ||||    ||||                  A den.ü
|I had been eating always outdoor,|||| (after 2018 I have cooked at home)||||  A dek.ü öçi oye, ….
|-
|I had been eating always outdoor,|||| (after 2018 I have cooked at home)||||  A den.ü (as) em, (şa 2018 a don.u ….)
|}
|}


'''Aspects of the future tense: (“The prefix “s_” is indicator for future aspects)'''
'''Aspects of the future tense:'''
{|
{|
|Simple future: "I will eat"|||| A den.a
|Simple future: "I will eat"|||| A dek.a
|-
|-
|Future progressive: "I will be eating" tomorrow at time of your arrival.|||| A s.den.i ot …
|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 s.den.ö ot...
|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 s.den.ü ot...
|Future perfect progressive:  "I will have been eating"|||| A bab.a dek.ü üçe...
|}
|}


'''Subjunctives of Future:'''
'''Subjunctives of future:'''


Forfuture aspects the prefix “_s” and for subjunctivity (would) the suffix “_k” (see below) (for hypothetical/ conditional reference) have been combined: (for Level 2)
For future, would and should are used to combine future or hypothetical-counterfactual reference with aspectual meaning:


{|
{|
|Simple (conditional) subjunctive: "I would eat" (if...)|||| A dene.k
|Simple conditional: "I would eat" (if...)|||| A dek.a.ç
|-
|-
|Future conditional progressive: "I would be eating"|||| A s.deni.k
|Future conditional progressive: "I would be eating"|||| A bab.a dek.i.ç
|-
|-
|Future conditional perfect: "I would have eaten"|||| A s.denö.k
|Future conditional perfect: "I would have eaten"|||| A bab.a dek.ö.ç
|-
|-
|Future conditional perfect progressive: "I would have been eating"|||| A s.denü.k (ot…)
|Future conditional perfect progressive: "I would have been eating"|||| A bab.a dek.ü.ç (üçe…)
|}
|}


'''Present Subjunctive'''
=== IRREALIS in ABCL ===
 
'''ABCL considers two main irrealis''':
 
1. Event is hypothetical, but possible, expressing: dependency, emotion, hopes, expectation, wish, desire, possibility, probability, likelihood, uncertainty, doubt, dubiousness, judgment, opinion, obligation, inferential (hearsay), not confirmed, necessity, imploring, asking, guessing, requiring, encouraging or action that has not yet occurred (present subjunctive)


Event is hypothetical, but possible, expressing: dependency, emotion, hopes, expectation, wish, desire, possibility, probability, likelihood, uncertainty, doubt, dubiousness, judgment, opinion, obligation, inferential (hearsay), not confirmed, necessity, imploring, asking, guessing, requiring, encouraging or action that has not yet occurred.
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.
   
   
This case will be expressed in depended phrases, (as in subordinate clauses such as conditional “if” or as conjunctions (mainly “du”=”that” in English)) as real tenses of ABCL without the usage of any suffix, subjunctive modal and modification of the verb stem but with suitable adverbs, and special particles. Subjunctively in the head phrase will be indicated by the suffix “_k”.
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 Presence Subjunctives:'''
'''Examples for Item 1:'''


{|  
{|  
|If I could (have) slept )||fe a bdare(o).k …
|If I could (have) slept )||if a bdar.o …
|-
|-
|'''''If-clauses (conditional present): (fe)'''''
|'''''If-clauses (conditional present):'''''
|-
|-
|I would eat, if I were hungry :|| fe a dene.k (fe a babe ohu)  
|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 yaşe.k pasha fe vense ven.e
|We would stay at home if it snowed || e yüm.e hanya if venre ven.e
|-
|-
|'''''That-clauses''(du):'''
|'''''That-clauses'':'''
|-
|-
|I suggested that Paul should eat an apple|| a fus.o du  Paul gdeno.k şer pa
|I suggested that Paul should eat an apple|| a fuy.o am Paul (c)dek.e şerbe
|-
|-
|He recommends that you be careful||  u nor.e du  bece.k
|He recommends that you be careful||  u füy.e am o buh.e
|-
|-
|It is important that she stay (with you) by your side|| Eji du  u yaşe.k (ne o) oz vunku
|It is important that she stay (with you) by your side|| ebo am u yüm.e (oş o) oz vunze
|-  
|-  
|'''''Desirative-Wish-clauses (an)''''':
|'''''Desirative-Wish-clauses''''':
|-
|-
|I wish I had a car then I wouldn't get on the bus||     an (a biv.e) a mahe.k vitka ar a rege.kx vitba
|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 ||     an, a böne.k Nippon.sa
|I wish I knew Japanese ||     ah a mad.e Nippon.sa
|-
|-
|'''''Necessity/must-modal-clauses:'''''
|'''''Necessity/must-modal-clauses:'''''
|-
|-
|I should be able to sleep (I ought to be able to sleep)|| a g.sabo.k dareş
|I should be able to sleep (I ought to be able to sleep)|| a büb.ö bdar.ı
|-
|-
|'''''Hearsay-inferential'''''
|'''''Hearsay-inferential'''''
|-
|-
|"He must have gone" or "he is said to have gone " (supposedly) :|| (a sehö/bite/gaye) (du) u yogo.k öv (u yogo.v  öv)
|"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 ças.e du  u bole.k o öv.
|Martina says that she be in love with you (can be true or not):||  Martina çay.e am u bas.e o
|}
|}
=== IRREALIS in ABCL ===
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 (Arabic: yaktubu-yaktuba), 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.


'''Examples for Irrealis:'''
'''Examples for Item 2 clauses:'''
 
Item 2 clauses are all irreal subjunctive events mostly with conditional (if-clauses) and other dependent sub clauses.  Unreality in this sense is possible in past only. Also hypothetical future events which cannot be realized because dependent conditions of other events in the past are not fulfilled, are included here. 


Irrealis clauses are all irreal subjunctive events mostly with conditional (if-clauses) and other dependent sub clauses.  Unreality in this sinse is generally possible in past only (But there are cases for simple present too). Also hypothetical future events which cannot be realized because dependent conditions of other events in the past are not fulfilled, are included here.  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.
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.
This 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 subconjunctive.  
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''':''(Because the sub-ordinate clause is priorly, the tense of its verbs will be “ö” and “ü” respectively)
|'''''If-clauses''':''
|-  
|-  
|If I had felt well (were I well/if I were well) I would have sung|| e a sevö (bab.o ani) a tiso.ç  
|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 feh.o.ç  a fe a çayö o?
|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 ||             fe a dakö (bab.o ohu) a deno.ç  
|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||       nex oz feh.ha a b.rifo.çx
|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...|| fe o babo.ç az salsa …
|If you would be my son...|||| if o bab.o.ç az salsa …  
|-
|-
|'''''That-clauses:'''''
|'''''That-clauses:'''''
|-  
|-  
|My mother had suggested that I should have eaten an apple|| az salma fuso du  a gdeno.ç şer pa
|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 didö fo oşu du  az sinha çozo.ç ah
|I drunk so much, that my head would have almost  exploded.||||  a deb.ö oşö am az senbe çik.ö.ç uyu
|-  
|-  
|'''''Necessity/must-modal-clauses:'''''
|'''''Necessity/must-modal-clauses:'''''
|-  
|-  
|I should have been able to sleep (I ought to be able to sleep)|| a gsabo.ç dareş
|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 gfato.ç pösma et
|You should have attended the meeting yesterday  ||||    o çfup.o.ç püspe üçi
|-  
|-  
|'''''Wish-clauses (incl. desiderative mood)''''':
|'''''Wish-clauses (incl. desiderative mood)''''':
|-  
|-  
|Only if I could have slept || an, a bdar.o.ç …
|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.|| an, (a biv.e) a baho vitka du  a rego.çx …
|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 || an, a g.bönö.ç Deutsch.sa
|I should have learned German |||| ah a dep.ö.ç Deutsch.sa
|-  
|-  
|'''''Future-clauses:'''''
|'''''Future-clauses:'''''
|-  
|-  
|I would have got fresh air outdoor if it had not rained this morning. ||  a s.rego.ç ofe venye em fe venre venö.çx osa cemmü
|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”. If a subordinate clause implies beside conditionality also timely priority (such as with the “if”-clauses) the tenses “ö and ü” will be used instead of “o and u”.
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) 


'''Subconjunctive and irrealis: How far are they required? How are they in natlangs?'''
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


In case of inferential (indirect reported), not witnessed, doubted and not confirmed subjunctives, 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. The past subjunctive can be replaced also with suitable adverbs such as “He has apparently/supposedly been there” (er sei da gewesen ) and for the future as “He will assumably be there” (er werde da sein)  Turkish has a separate tense for inferential: “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 supposedly gone.” Even though I defined the suffix “_v” for this case for Level 2.  (a bduro.v cemrü = I was able to fall asleep at midnight supposedly (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”.
Past subjunctive (irrealis) is also used to form the conditional tense (as Konjunktiv II in German with modal “würde”).  Grammatically/formally irrealis “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 partially implemented in ABCL as already stated.  
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.
Italian has also similar subjunctive setting, for example with credo che, è possibile che. I believe (that) she is the best (opinion).   
Italian has also similar subjunctive setting, for example with credo che, è possibile che. I believe (that) she is the best (opinion).   
Arabic : Indicative yaktubu "he writes / is writing / will write" → Subjunctive yaktuba "he may / should write" could be transfer in to “It is possible (that) he writes” and “it is required (that) he writes”.
Arabic : Indicative yaktubu "he writes / is writing / will write" → Subjunctive yaktuba "he may / should write" could be transfer in to “It is possible (that) he writes” and “it is required (that) he writes”.


'''Some examples of the means for transferring the subjunctives of other languages and English into modified format to be used by ABCL:'''
'''Some examples of the means for transferring the English subjunctives in to other languages and ABCL by modifications:'''
   
   
Optative :  "May I be loved!" transferred to “I wish that I will be loved”
Optative :  "May I be loved!" transferred to “I wish that I will be loved”
Line 886: Line 881:
Hortative :  "Let us love!" Eventive : "I would probably love you [if...]" as “I probably love you, if …..”
Hortative :  "Let us love!" Eventive : "I would probably love you [if...]" as “I probably love you, if …..”


Eventive : "I would probably love you [if...]" as “I probably love you, if …..”
== DECLINATION, FLEXION, MODALS/MOODS/MODUS ==
 
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.  
 
ABCL has five modals:
 
b- can
 
d- may


== MODAL VERBS, INFLEXIONS and MODUS in ABCL ==
c- shall


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 no locative prepositions (in, at, to, from) 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.
ç- must


'''Modal Verbs: ABCL has four real and one subjunctive modal verb as prefixes:'''
g- like


{|
|-
! Modus  ||ABCL Prefix||English Modal||Examples
|-
| Ability || b- || can || bdene - can eat
|-
| Possibility || d- || may || ddene – may eat
|-
| Necessity || g- || shall || gdene – shall eat
|-
| Obligation || ç- || must || çdene – must eat
|-
| Subjunctive|| s- || would || sdene/sdenö - would eat/ate-have eaten
|}
Example: A g.vap.e.p az hanka: I shall get my house painted.
They are placed as prefix to the verbs. Because this way a cluster emerges, in speaking only the first vowel of the verb repeats as gap filling and vowel harmony in between or soundless “ı” as convenient. The modals will not be conjugated and declined at all.
They are placed as prefix to the verbs. Because this way a cluster emerges, in speaking only the first vowel of the verb repeats as gap filling and vowel harmony in between or soundless “ı” as convenient. The modals will not be conjugated and declined at all.
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 particles 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.
Possession is one, which “must be”, is formed by suffix “_z” and placed after nouns and pronouns. Plural “_i” is used as suffix also after nouns.
ABCL has in Level 1 nine verb features indicated by a particle marker and suffixes. Suffixes come after the conjugated verb but before any further suffix as “x” etc.


'''Table of Affixes'''
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.


Possession is one which “must be”, is formed by suffix “_z” and placed after nouns and pronouns. Plural “_i” is used as suffix also after nouns.
'''ABCL has in Level 1 nine verb features  indicated by partical marker and suffixes:
'''
{|
{|
!'''Mood/Verb Transformation''' || '''ABCL Marker/sufix'''|| '''ABCL example-English equivalent'''
!Verb Features|| ABCL Marker/sufix|| English example|| ABCL example
|-
|-
|Conditional (factual-predictive): -Binbi.so: marker conjunctions "if" ||fe…|| (he)fe a mefe  - if I feel well
|Conditional (factual-predictive): ||if…|| when I feel well, I sing||if…
|-
|-
|Imperative/jussive/infinite- Paceş || "verb".eş|| yogeş - go! / to go
| -- (marker conjunction "when, if")||||if I feel well, I shall sing||
|-
|-
|Passive- Bunzu|| _n|| vapon - was painted
|Imperative/jussive || (pp).verb.ı/i|| (2. PS) go and  “let us” go|| (o).yal.eş/e.yal.eş
|-
|-
|Ergative (Intrans.  to transitive) - Röş.ato (.ado)  || _t|| (u) dolot (densu) – (she) boiled (water)
|Passive|| _n|| modal verb+ “Verb_ed”/(painted)|| koy/koy.#.n
|-
|-
|Reflexive (Transitive to intr) -Ver.ato(.ado) || _m|| (a) dasem – (I) wash myself
|Ergative || _t|| The kettle boiled/I boiled the kettle|| dul/dul.#.t
|-
|-
|Reciprocal (mutuality-intransitive) -Peş.ato || _y|| boley - make love (sevişmek)
|Reflexive || _m|| I wash myself|| das.#.m
|-
|-
|Causative (Transitive) -Bac.ato(.ado)|| _p|| vapep - get painted (boyattırmak)
|Reciprocal || _k|| modal (love-make love) or verb (beat-fight)|| bas.#.k
|-
|-
|'''Subjunctive/irrealis'''- Kök.ana                        ||                        
|Causative|| _p|| get + “Verb _ed”/ (get painted)|| koy/koy.#.p
|-
|-
|   ---Present subjunctive    ||     _k  --|| tisek - would sing
|Subjunctive  ||                        
|-
|-
|---Future subjunctive (prefix)    ||     s_ (verb#)_k  --|| stisük -would have been singing
|   ---Present ||       --|| He suggested I should eat||U fuy.o a c.dek.e
|-
|-
|    ---Past/irrealis (counterfactual || _ç|| tisoç/tisüç - would have sung
|    ---Past/conditional (counterfactual) || _ç|| if I were well I would have sung|| tek/tek.#.ç
|-
|   ---Future/irrealis (prefix) ||s_ (verb#)_ç|| stisaç - would have been sung
|-
|'''Negation'''|| _x|| vapenx - (is) not painted
|-
|
|-
|'''Question'''(prefix to subject)|| _j|| jo mefe  - do you feel well?
|-
|-
|Negation|| _x|| not /(painted)|| koy.#n.x
|}
|}
#…vowel for tense


“Real” conditional mood marker is the conjunctional particle “fe”. Imperative/jussive/infinite will be performed by adding the related personal pronouns to the verb as prefix (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”
-#: (varying vowel for tenses)
Passive suffix is “_n”. Passive form will be in case of ergatives (from intransitive to transitive conveyed verb) Verb.t.n (for the example in the table above, passive will be “dol#.t.n”, e.g. … dolotn (… has been boiled by …), where between the cluster “tn” a weak “i or ı-sound” may be implemented in speech. )
 
ABCL uses for hypothetical, but possible subjunctive cases the suffix “_k”; for the past counterfactual subjunctives (irrealis) the suffix “_ç” and “_s” as prefix aspect-modal for the future cases. (see under “aspects” above) Other types of subjunctives will be marked by suitable particles.
“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”
Negation suffix “_x” will be placed as a rule at the end of the conjugated verb and after the modal suffixes if any. In some cases, it could come to sequencing of two suffixes in a row such as “vapo.p.n.x” (the house was not get painted  by…). In such cases also between “_x” and the suffix before a soundless “ı” or “i” or the last vowel can be put for vowel harmony.


'''Level 2 moods'''
Passive suffix is “_n”. Passive form will be in case of ergatives (from intransitive to transitive conveyed verb) Verb.t.n (for the example in the table above, passive will be “dul.t.n”)
 
ABCL uses for counterfactual subjunctives the suffix “_ç” for the past and the verb “bab=to be” as modal for the future cases. (see under “aspects” above) Other types of subjunctives will be marked by suitable particles.
Negation suffix “_x” will be placed as a rule at the end of the conjugated verb. In some cases it could come to sequencing of two suffixes in a row such as “koy.k.e.n.x” (the house is not get painted). In such cases also between “_x” and the suffix before a soundless “ı” or the last vowel can be put for vowel harmony.
 
'''Level 2 moods (in Level 1 expressed by auxiliary particals)'''


{|
{|
|Inferential mood/Hearsay-Binmi|| _v|||| bol.#v|||| ||bolev - (it is said) (he/she) love …
|Inferential mood/Hearsay|| _v|||| bas.#y|||| ||she is “said to” love me /she "would" love me                     
|-
|-
|Optative desiderative- An Mançu (in level 1 expressed by auxiliary particle "an")|| _s|||| sen.e.s||||||(an) seves (o)- (I wish) (you) be well  
|Optative|| _y|||| sen.i.y||||||(I wish you) be well
|}
|}


'''Inflexional Suffixes for Nouns: Genetive and Plural
'''Inflexional Suffixes for Nouns: Genetive and Plural
'''
'''
{|
{|
|Genitive/Possesive-Huz.ato|||||||||| _z|||||||||| şintü.z şindü / o.z şintü|||||||||| of, _’s (kitten of the cat) your cat
|Genitive|||||||||| _z|||||||||| şintü.z şindü /                     o.z şintü|||||||||| (of, _’s) kitten of the cat / your cat
|-
|-
|Plural-Bunyu      |||||| ||||      _i|||||||||| hanho.i|||||||||| _s -      (houses)
|Plural|||||| ||||      _i|||||||||| hanka.i|||||||||| _s -      (houses)
|}
|}
Below are some aspectual compound verb features and moods from Turkish denoted by suffixes,                                                                                                                                                                                                    applicable in Level 2 only:
These and similar are expressed in ABCL by suitable adverbial particles as given in underlined English translation
Copula mood will be enhanced by the adverbial suffix "uç", which understress the certainty of the act if and when required. (“John is big”, translates “John ebi” and if enhanced as “John ebi uç”)
Compound tenses in Turkish will be expressed by adverbial particles as:
-  "Di" li geçmiş-hikaye (simple past-narrative): geldiydim (I had come there at …)
-  "Miş"li (görünen, öğrenilen değil) geçmiş-hikaye (simple past-past witnessed): kırılmıştı (it had been broken by then)
-  Şimdiki zamanın hikayesi (present-narrative): biliyordum (I was knowing it then/at that time)
-  Geniş zamanın hikayesi (simple present- narrative:  (eskiden) severdi (he loved erstwhile/one time)
ABCL does not include singular-third person (it, one) as unspecified subject. ABCL usues passive form instead:
Ma osa venhi "daren.x". (without a subject as in Turkish -so called 'hidden subject')  It can't/will not be slept
in this heat-bu sıcakta uyunmaz.


== GREETING and WISHES ==
== GREETING and WISHES ==


Infinitive/imperative form of the verbs "sen” (to be well) and "sin” (to keep in touch) 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.ey”: (let us) 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.
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.
   
   
For Level 2 however, in accordance with simplicity requirement of ABCL, further phrases are defined as follows:
For Level 2 however, in accordance with simplicity requirement of ABCL, further phrases are defined as follows:


{|
{|
|sen(eş)***||hallo||Literally: be well !
|sen.eş||hallo||Literally: be well !
|-
|-
|sin(en)***||see you (good by)||wish to keep in touch  
|sin.eş||see you (good by)||keep in touch  
|-
|-
|sat o||thank you
|dip o||thank you
|-
|-
|enex||welcome (unrequired)|| unnecessary
|enöx||welcome (unrequired)|| unnecessary
|-
|-
|sip(eş)***||please
|yit.eş||please
|-
|-
|o tü?||how are you?
|tü o? (o tü)?||how are you?
|-
|-
|(a) ani||I’m fine
|(a) abu||I’m fine
|-
|-
|şe.bis*||best wishes||
|şe.min*||best wishes||(I wish you) the best
|-
|-
|(a) mos||I’m sorry
|(a) bek||I’m sorry
|-
|-
|oha.cam**||Happy New Year
|abu.cam**||Happy New Year
|-
|-
|aho.cam||merry/holy “Holy Day”
|anu.cam||merry/holy “Holy Day”
|-
|-
|ego.ban(lu)||good luck
|edi.ben(ne)||good luck
|-
|-
|ego.tan(he)||good health
|edi.ten||good health
|}
|}
.* Being "bis" is root verb for "wish" and "oşe" is adjective "most", the full wish phrase would be: “A bis.e o oşe bantı.” meaning “I wish you the best things”. For greeting they will be merged to one word "oşebis", better “şebis”: 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 "camne", only first syllable "cam" indicating the class "time" is taken and suffixed to "oha=happy" building one word for the sake of shortness and simplicity. The same apples also to the following phrases.
.* 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)
.*** Short forms: sen, sin, sip
 
.** 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.


== SYNTAX of ABCL ==
== SYNTAX of ABCL ==


Syntax has a defined, fixed order (SVO) as below:
Syntax has a defined, fixed order (SVO) as below:
Question (prefix - particle “J” or interrogative words)-subject (noun/pronoun)-(modal prefix).verb.tempus.modal suffix. negation suffix(_x)-adverb-preposition-adjective-direct object noun/pronoun- (second preposition-adjective and indirect object noun, if any). Adjective phrases will be placed also before the noun they modify. In case of many object nouns, they keep the sequence accusative, locative, dative and ablative. If it becomes too long, 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- and adverbial clauses will be placed after the verb/noun/adjective/adverb they modify. Relative clauses follow the noun or noun phrase which 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 in ABCL two-three (“da, de and du”) conjunctive particles 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.
ABCL does not use English “it” as complimentary subject as “it snows” and “it is important”. We say “vense ven.e = snow falls” and “eji = 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”. (it was important to know=boneş babo eji (to know was important) or it is important to me=lu a babe eji (to me is important)


===Subordinate/dependent-Relative Clauses in ABCL===
(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.


Subordinating and relative clauses in ABCL are designed similar to English. Linking particles/conjunctions such as conditional “fe” (=English “if”), subordinating conjunctions “du (so that), and relative pronouns “do” (what, which, who), relative adverbs (where, when, how), who and “du” (that) will be used generally as in English. Relatives can/will be combined to one “do” if it is acting like a subordinate conjunction. If the pronoun introduces describing information about a noun then “what, which and who” will be used accordingly.
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”.
Nondefinite clauses are also possible. Infinitive, participle clauses have the form as in English with some adjustments in to ABCL. (“to reach him was difficult= ger.eş u  babo eyix; the man covered with paint is decorating …= solma kokon ne hönbö tedi …)
English gerund is expressed in ABCL as three differing sense: 1. In resent continuous tens as suffix “_i” after verbs (she is smiling= u şim.i) 2. In relative clauses as suffix “_iş”(“the boy smiling always = solbo şim.iş as”; while speaking with me, he was happy= ha çeşiş ne a, u oha) 3. As deverbal noun with a special suffix which is gained by reversing the last two letters of the verb (She was surprised at losing the race= u nöson ma pollo … ) This construction will be utilized also for similar deverbal noun derivations (from “puf=forbid”, derivation “puffu=ban, prohibition, forbidden”)
In strict meaning, the participle does not exist in ABCL (there are no auxiliary verbs form of the verbs “to be” and “have”).  


== LEXICON ==
== LEXICON ==
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 directions. 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) for the interested conlangers.  I work on a “classical” lexicon listed as per alphabet order in line with my translation effort of my roman in ABCL (for time being it reached about 500 words).
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.


==CONNOTATION/EVOCATION-HINTS FOR MEMORIZING/DISREMEMBERING in ABCL/An unique feature ==
== SAMPLE TEXT ==  


Vocabulary of ABCL has been created with the aim of easy memorizing. Firstly, it was grouping of words in logical classes as explained above for grammatical word categories. As I have tried to learn the language for speech, I have discovered that the foreseen classification would be helpful only after a large amount of the words (may be two-three thousand) have been memorized. Therefore, I have modified the system. The idea was to establish such links between English and ABCL words so that (e. g while translation from English) an English equivalent of ABCL word should include something to evoke to ABCL word. The outcome was so (Examples):
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]'''


'''Nouns:''' Consonant out of first two (better both) letter of English noun will be fourth (fifth) letters of ABCL word. Examples: settlement-sölse; news- timne; car-vitca; father-salfa; mother-salma. Verbs with prefix “ex-“ get the “_z” as third letter (explain=çez) or such with a vowel as initial letter will have “y” as last letter (ask=çay)
The ABCL text now put to gather (dots "." indicating suffixes dropped):


'''Verbs:''' First one (better two) letter of English verb constitutes adverted the last letter(s) of ABCL verb. Exemptions have been made however for verb groups having same category wit nouns, i.e. if the verb-group with the consonants “mVs” associated with “faith-mus”-subtitle of the noun-category “m-s: psyche/faith”, the corresponding verb “mus-faith” will deviate from the said rule. In this case all nouns related to “faith” will have as first syllabise “musCV”, like “musfa=faith, musro=prophet, muspa= paradise)
'''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.
Examples: reg-get on; pid-disturb/discomfort; ses-see; seh-hear; lap-approach (also such, non-adverted possible)
'''
 
(109 letters only, where the English text utilized 162 letters for the same.)


'''Adjectives:'''
ABCL is considered completely developed for Level 1 with basic nouns, verbs, adjectives, adverbs, conjunctions particals, prepositions and pronouns already. The lexicon with about 8000 vocabulary would be sufficient for a fair communication.
afo-- foreign
ahu--  hypocritical
alü-- alone
apox-- unpolite/rude
ave-- weary
ayo-- young


'''Verb to Noun:''' han-hanka (built-building); bun-bunde (educate-education).  
Below is the a large text translation from: paragraph by paragraph)
Similar approach has been utilized also for adverbs, conjunctives and pronouns even limited.  
This approach turned out to be quite useful after I have succeeded over 500 words to memorize already.
'''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.


== SAMPLE TEXT ==
It made the boy sad to see the old man come in each day with his skiff empty and he always went down    to help    him carry either the coiled lines or the gaff and harpoon and the sail that was furled around the mast.


Here is a paragraph from “The Old Man and the Sea” translated in ABCL. (The particle 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.
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.
 
“I can remember you throwing me into the bow where the wet coiled lines were '''[A b.bar.e (ite) o kuf.u a mü lu vitbö te (bab.o) odux koç.ono tümle.i]''' and feeling the whole boat shiver and the noise of you clubbing him '''[sa (du) a mef.i oşa vitbo şiv.e sa vanzı (yo) o pub.iş u]''' like chopping a tree down and the sweet blood smell all over me.” '''[ge dov.vo şirye omur sa eşe sanla miş.şi oşi ak a.]'''


The ABCL text now put to gather:
The sail was patched  with flour sacks  and furled,      it looked like the flag permanent defeat of.
A b.bar.e (du) o kuf.u a mü lu vitbo te (bab.o) odux kaç.ono tümle.i sa (du) a mef.i oşa vitbo şiv.e sa vanzı (yo) o pub.iş u ge dov.vo şirye omur sa eşe sanla miş.şi oşi ak a.  (127 letters only, where the English text utilized 162 letters for the same.)
Hunti  düz.ö.n               iç   denki dünlü.i   es    kac.amo, u boy.o    eş     egü   mönpü.z çanla.


ABCL is considered completely developed for Level 1 with basic nouns, verbs, adjectives, adverbs, conjunctions particles, prepositions and pronouns already. The lexicon with about 8000 vocabularies would be sufficient for a fair communication.<br>
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.


ABCL is free for everyone except for commercial use.<br>
The brown blotches of the benevolent skin cancer  (which) the sun brings from its reflection on the tropic see          were  on his cheeks.


Below is a large text translation from: (paragraph by paragraph) <br>
Avo sanpa tenkö.z hu yüb.şe.i                      em vesne kin.e   aç     uz vap.aya (on) vinmö.do vinpe bab.o (on) uz senzü.i.     
         
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.
Yüb.şe.i    yin.o abu oyö  uz sense.z vunze.i    es uz sintei     man.o       egi-çüd.amo tünyei aç sop.aka   eşe şenbe on tümyei.
       
But    none of these scars                  were fresh.They were  as old as(kadar) erosions in a fishless desert.


'''The Old Man and the Sea'''<br>
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.
Solmo (ayox solma) sa  Vinse <br>


He was an old man  who        fished          alone          in a vessel/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.<br>
Everything about him was   old except his eyes  and they were the same colour as the sea and were cheerful and undefeated.
   
   
U bab.o     solmo    to  tüm.ü şenfi   alü.r        (mü) vitve    mü      G-S                  sa    u      yog.u                              six  ki      camda    it      nex    katiş  şenfi.         Mü    oyür    kix camda    solbo    bab.u      ne    u.<br>
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.    
                                 
           
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.<br>
“Santiago,” the boy said to him as they climbed the bank from where the skiff was hauled up.
   
   
Su    şa    kix camda    nex  şenfi,   solbo.z salpa        çet.o        u      du      solmo      bab.o   it    nodir  sa  çenfir  “salao”,  ti    (benzü.z  eş ego.x vusfu),      sa    solbo         yog.o    ma  üz  porroi      (mü)  opu   vitbo,      ti    kek.o      fi      ego şenfi   oyü  camva.<br>
“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.”


To see the old man that he come back each day with his empty skiff,  made  boy unhappy.ly  and he always  went  down  for      helping   him  carrying  either  coil.ed  lines     or    gaff  and harpoon and sail that(ki o)  was wrapped/furled  around pole/mast.<br>
“A byal.u  iç    o       öye.     E   bay.o  mö  pisye”
 
The old man had taught the boy    to fish     and  the boy loved him.
   
   
Seseş      solmo          du    u   yut.o      öşö camda   ne  uz efux  vitve,  bam.o solbo    ohaxir        sa    u      as    yog.o                                                   omur  şo        feh.he    u      kac.iş        pe  koç.ono tümle.i    so  tümge  sa  tümhe    sa  vitsa    do                    kıvon                      (ük)    vitpo.<br>
Solba         dap.ü     solso   kon.şe  şenbe   es     solko bas.o  u.


The sail was patched with   flour sacks    and    furled,    it   looked  like the flag permanent defeat of.<br>
“No,” the old man said. “You’re with a lucky   boat.   Stay with them.”
   
   
Vitsa      dap.o.n          ne  denfi dünsa.i      sa      kıv.on,  u    bul.o.m    ge    çanfu yo  obe fönde (fönde.z çanfu).
“Ya,”  solba  çay.o.   “O  bab.o  iç  benne.do şenbe.  üm.eş   iç   ü”


The old man was    thin    and gaunt  with deep  wrinkles    in the back  of his neck (his neck’s back).
“But remember how you went eighty-seven days without fish and then we caught big ones every day for three weeks.”
 
“As  daz.eş  üt   o  yal.o   six pi   camsa   içx  şenbe  es  ona   e  kon.o eme işu  şu camsa   ıl  fi   campa.”
 
“I remember,” the old man said. “I know you did not leave me because you doubted.”
 
“ A  daz.e”,     solba   çay.o. “A mad.o o     yag.o.x    a    ok     o  bep.ö.”
 
“It    was     papa    made   me leave.              I am a boy and I must obey him.”
   
   
Solbo   bab.o         ete.x    sa  apı.x    ne    edo    çüv.ayai    mü      uz sonhe.z vünba.<br>
“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.”


The brown blotches of the benevolent skin cancer                  (which) the sun brings from its reflection on              the tropic see  were  on  his cheeks.
“A mad.o”  solba çay.o“      U öşö benpü.do (ehö).”


Uçe  lüb.ayai yo abe sansi tenka (abe sansi tenka.z uçe lübbüi)  do    vessu  lib.e    lü    uz  vüsfe/ver.re  (mo)    vintö.do vinse bab.o  mu  uz sinfe.i.<br>
         
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.
Lüb.ayai        yun.o  ani omur      uz sinfa.z vünku    sa    uz sonyei      bah.o        edo-çüş.ono    tünşei  lü    sah.ha  ehe  şenfi mu  tümköi.       
But none of these scars were  fresh. They were  old      as  erosions in a fishless      desert.
Su  ose tünşe.i.z işix      bab.o  ofex.    Ü    bab.o  ayox  ge  vanyo    mü  şenfi.dox  vinde.
Everything about him was  old    except  his eyes  and  they were the same colour as the sea and were  cheerful and  undefeated.
İşüba              ga      u  bab.o  ayox    gü    uz sinye.i  sa    ü    bab.o      esö    vüsko  ge  vinse  sa  bab.o  meç.ado  sa    fön.ono.x.           
“Santiago,” the boy said to him as they climbed the bank  from where the skiff was hauled up.
“Santiago,”  solbo    ças.o    u      he  ü      lic.o      dinbi        lü        te    vitve      kah.on    omurx.       
“I could          go        with you again.  We’ve made  some money.”
“A byog.e.k  ne    o      ut.      E        bam.o  öşo    halmo”
The old man had taught the boy    to fish            and  the boy loved him.
Solmo                bet.o          solbo  tümeş  şenfi  sa      solbo    bol.o  u.
“No,” the old man said. “You’re  with  a lucky      boat.    Stay    with them.”
“Ya,”    solmo        ças.o.  “O  bab.o  ne  banludo vitbo.      Yaşeş    ne      ü”
“But remember how you went eighty-seven days without fish  and then we caught big ones(piece)                    every day    for  three weeks.”
“Su    bareş          tü    o    yog.o    six pi    camda    nex    şenfi  sa    ar    e  kek.o    ebi  bi çinti                                  öşü camda    ho  fi  camva.”
“I remember,” the old man said. “I know you did not leave me because you doubted.”
“ A    bar.e”,        solmo    ças.o.    “A bon.e  o        lel.ox        a        be        o    bud.o.”
“It    was      papa  (who)  made me leave.  I am a boy  and  I  must obey him.”
“U  bab.o    salfa    (to)        lel.o.p  a.              A    solbo  sa    a    çfob.e      u.”
“I know,” the old man said.  “It is quite normal.”
“A bon.e”    solmo      ças.o“    U    ul        eno (bannu.do).”
“He hasn’t much faith.”  
“He hasn’t much faith.”  
“U  bah.e.x  oşu banfa.”
 
“U  man.e.x  şi bansu.”
 
“No,” the old man said. “But we have.  Haven’t we?”
“No,” the old man said. “But we have.  Haven’t we?”
“Ya,”   solmo    ças.o.     “Su  e  bah.e.   J.e bah.e.x?  
 
“Ya,”  solba   çay.o.   “As  e  man.e. J.e  man.e.x?  
 
‘Yes,” the boy said. “Can I offer    you a beer on the Terrace and then we’ll take the stuff home.”
‘Yes,” the boy said. “Can I offer    you a beer on the Terrace and then we’ll take the stuff home.”
“Ay”,   solbo ças.o. “J.a b.füt.e    o    denbe  (mo)   hante      sa  ar    e      kat.a    çonşu  pasha.”
 
“Why not?” the old man said. “Between fishermen.”  
“Ay”,   solko çay.o.  “J.a b.huh.e   o   denku  on)   hande     es  ona    e  kan.a   çancı  hanya.”
“Otux?”           solmo    ças.o.   “ Le          şenfi.na.i”
 
They sat on the Terrace  and  many of the fishermen                                   made     fun                         of the old man and he was not angry.  
“Why not?” the old man said. “Between fishermen.”
Ü    yis.o  (mo) hante    sa    şenfi.na.i.z   oşu.ma  (oşuma yo şenfi.na.i)       bam.o (tom.o) tomya    yo  solmo            sa    u  bab.o.x ayö.          
Others of the older fishermen,  looked at him and were  sad.  
“Te.x?”           Solba çay.o.       “   Ak şenbe.na.i”
İpui      yo    aş ayo.x   şenfi.ba.i,    bul.o       u    sa  bab.o asa.
 
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/permanent good weather and of what they had seen.  
They sat on the Terrace and many of the fishermen                         made     fun               of the old man and he     was not angry.
Su    ü       koş.o.x       u    sa    ü  çeş.o  apo.r        ga        vencü        sa      edo.ma.i  te  ü       yud.o   üz   tümlei    sa          obe                          ego    venve    sa  yo  ta      ü      ses.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 lorry/truck to carry  them to the market in Havana.  
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).     
Camda.z suc.ado sulfii/şenfi.ba.i (yo osu camda)    bab.o  oy    mü  sa        dub.o         üz   şenma  em  sa  kac.o    ü        yel.o.n   efu vutma  ko    çi    hönpi,   ne  çi solma    yüş.iş        ma  çenfi  yo  öşö  hönpi, lu  şenfi hanho      te        ü      rav.o    şo      vönvi vitlo            kacoş      ü        (lu)       hinmi    in Havana.                               
         
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/skins skinned out and their flesh     cut        into       strips   for     salting.  
Others of the older fishermen,  looked at him and were  sad.
İsü    to        kek.o     şenrii,       kat.o        ü      (lu  şenri  hinfa      mu        opu  vunsi    yo      vinko   te    ü      koh.o.n      mu    koh.ana,                   üz  senlii   lomo.n, üz  sünfii  kuc.o.n öl   sa  üz        sansii      diş.o.n        sa    üz    sunfe  kuc.o.n (mü)(lu) çanşıi    şo  denso.k.ko.                                                                                                                                                       
When the wind was in the east       a smell    came  across the port/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.  
İpu.i ov  şa ema.x şenbe.i       bey.o   u    es  bab.o  ava.x.
Tu        venvi    bab.o mü vundo        miş.şi    yom.o       ko          hunpo                lü          şenşa hinfa;      su  at                  efü vusyu yo miş.şi bebo      öf                            be            venvi        sub.o      mü lu  vunno    sa   ar      şod.o  öl      sa    u bab.o   apü    sa  vessu.do(lo) (mo) hante.
 
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,” the boy said.
“Santiago,” the boy said.
“Santiago,”   solbo ças.o.
 
“Yes,” the old man said. He was holding his glass and thinking of many years ago.
“Santiago,”   solko çay.o.
“Ay”      solmo    ças.o.     U        loh.u      uz  dinga  sa  bit.ü    (yo)   oşü camya  ey.
 
“Can I go     out     to   get  sardines for you for tomorrow?”  
“Yes,” the old man said. He was holding his glass and thinking of many years ago.
Ja    byog.a em    reg.eş    şensa.i    şo  u    şo  ot/camto?
 
“No. Go    and play baseball. I can still row and Rogelio will throw the fishnet.”  
“Ay”  solba  çay.o.     U  küv.ö        uz  dentü  es  mid.ö (ov)  mi camba  öçi.
“Ya. Yog.eş sa  teb.eş tambu. A b.tor.e es  sa  Rogelio      kuf.a        tümfö.”
 
“I would like to go. If   I cannot fish with you, I would like to serve in some way.”  
“Can I go out       to get  sardines for you for tomorrow?”  
A    s.bal.ek yog.eş.  Fe  a b.tüm.a.x  ne    o,   a    s.bal.ek      feseş  mü öşo  hünve.
 
“You bought me a beer,” the old man said. “You  are  already a man”
Ja    byal.a oke    im raf.şe sense.i    aş   u      iş camçe?
“O      hub.o    a    denbe”,   solmo    ças.o.   “O bab.e      oy    solma.”
 
“How old         was I     when you first took me in a boat?”            
“No. Go    and play baseball. I can still row and Rogelio will throw the net.”
“Üta cam(ge)  a bab.o    tu      o  kat.o oyür  a  mü  vitbo?”
“Five and you (almost)nearly were killed when I brought the fish in to green and he nearly tore the  boat             to pieces.   Can you remember?”  
“Ya. Yal.eş es  gül.eş tamsu. A b.töp.e oçe    es  Rogelio  kap.o      tümte.”
“Li      sa      o        ah                  piy.o.n.ç       tu      a  lib.o      şenfi    mü lu  öfö    sa    u      al      get.o    vitbo              lu çinpi.i.       J.o         b.bar.e?     
 
“I can remember the tail slapping and banging and the thwart breaking and the noise of the clubbing.  
“I would like to go. If I cannot fish with you, I would like to serve in some way.”
“A      b.bar.e        sünta    paş.iş      sa  çab.iş    sa            lot.aya    keb.iş      sa    vanno    yo  pub.bu.
 
I can remember you flinging/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   g.yal.o.                İf a b.tüm.a.x      iç     o,    a    g.füg.e                  in mö hünbe.
A     b.bar.e (du)   o   kuf.u                     a    mü lu vitbö  te  (bab.o) odux kaç.ono tümle.i     sa (du)   a mef.i            öşa vitbo     şiv.e      sa    vanno (yo) o  pub.iş    u        ge    doç.ço      şirte omur    sa          eşe  sanla miş.şi    oşi ka  a.  
 
“Can you really remember that or did I just tell     it to you?”  
“You bought me a beer,” the old man said. “You  are  already a man.”
“Jo            bbar.e    ül          osu   so    ja    çet.o aju  u  (lu) o?”
 
“I remember everything from when       we first  went  together.”  
“O  hay.o  a   denku”,   solba   çay.o.   “O bab.e      öçi    solmo.”
“A    bar.e          işüba        lü      tu        e  yog.o oyür    oç.”
 
The old man looked at him with his         sun-burned,       confident loving    eyes.
“How old     was I     when you first took me in a boat?”
Solmo          bul.o        u    ne    uz      vessu-kab.ono,       oko  bol.iko  sinye.i  
   
“If you were       my boy(son)    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.”  
“Te ema.x  a bab.o      öt  o   oçı kan.o  a   in  hunmi?”
“Fe o bab.e.k  az  solbo(salsa) a  skat.ek    o  em    sa    stag.ek”  u  ças.o. “Su o (bab.e) oz salfa.z    sa    oz    salma.z     sa    o bab.e  mü  benlu.do vitbo.”
 
“May I get the sardines?   I know  where I can get  four baits too.”  
“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?”  
“Ja    d.reg.e  şensa.i?       A  bon.e   te    a b.reg.e  ki  tümba af”
 
“I have mine left from today.   I    put   them in   salt      in the box.”  
“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?   
“A    lel.o iza   lü camda.       A  kup.o    ü   mü denso mü dönbö.”
    
“Let me get four fresh ones.”   
“I can remember the tail   slapping and   banging   and the thwart breaking and the noise of the clubbing.
En      a reg.e   ki    efi  çinti.  
“One,” the old man said. His hope and  his confidence had never gone. But now they were freshening as when the breeze rises.  
“A    b.maz.i    sünve      şer.aka  es   gik.aka     es    rim.şe kir.aka,   es  vanzı    ov pıl.aka.o
“Bi”,       solmo  ças.o.   Uz  bonho  sa  uz  masko        yog.ox    is.       Su      it    ü          ofe.l.ü                tu            venbe          çir.e.      
 
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.”
 
“Let me get four fresh ones.”  
   
Eh a raf.e  ki  efi     işu.
“One,” the old man said. His hope       and  his confidence had never gone. But now they were freshening as when the breeze rises.  
 
“Bi”,    solba çay.o.  Uz minbe(min.şe) es  uz   menme    yal.o oçü.x.   As  uço   ü   egi.l.o          ef     venge rik.e.       
“Two,” the boy said.
“Two,” the boy said.
“Çi”,     solbo    ças.o .
 
“Two,” the old man agreed. “You didn’t steal them?”  
“Çi”, solso   çay.o.
“Çi”,         solmo        soy.o.     “O    höş.ox        ü?
 
“I would,” the boy said.     “But I bought these.”  
“Two,” the old man agreed. “You didn’t steal them?”
“A  s.bab.o.k” solbo ças.o. Su a hub.o   ise”
“Thank you,” the old man said. He was  too  plain/simple to wonder when  he  had attained humility.
“Çi”, solba  siy.o.       “O    hal.ox        ü?
“Sat o”,             solmo ças.o.     U  bab.o  oh      epi              bov.eş        tu      u       lut.o          buh.ada (buh.hu).
 
But he  knew         he had attained it and he knew           it  was not disgraceful                     and it   carried   no   loss   of   true pride.  
“I would,” the boy said. “But I bought these.”  
Su    u  bon.o  du  u      lut.o          u    sa  u  bon.o   du  u  bab.o.x   pösdi.do (pösgö.do.x)  sa  u  kac.o.x  ya  los.so yo  etu menpi.
 
“Tomorrow is going to be a good day   with this   current,”           he said.  
“A  bab.o.ç” solso çay.o. As a   hay.o isü”
“Camto            bab.a            ego  camda    ne  osa  vencü(vof.fo)” u ças.o.
 
“Where are you going?” the boy asked.  
“Thank you,” the old man said. He was   too  simple to wonder   when   he   had attained humility.
“Ote        o      yog.i ?     solbo    çay.o.
 
“Far/distant    out   to come in  when the wind    shifts.     I want   to   be   out  before  it is light.”  
“Dip o” ,     solba çay.o.   U  bab.o üyo egö  im  böf.şe  öt    u     yik.ö      mam.ado.
“Edi                  em    yom.eş    mü  tu      venvi      riş.e.m.  A bav.e bab.eş  em      de  u  vüsli.”    
 
“I’ll try to get him to work far out,” the boy said. “Then if you     hook   truly  big something we can come to your aid.”  
But he  knew       he had attained it and he knew     it  was not disgraceful and it carried no loss of true pride.
“A lıt.a  regeş  u    haveş    edi em”,   solbo ças.o.   “Ar  fe  o    tümhö.k.a  etur  ebi şobse,         e    b.yom.e   lu    oz  pisye ”
As  u  mad.o (am)  u       yik.o   u   es u mad.o (am)  u  bab.o.x pösçi.do.x  es   u kün.o.x  oş pisgü ov  enu mendö.
 
“Tomorrow is going to be a good day with this current,”     he said.
“Camçe        bab.a      edi  camsa  iç  sa  honke(vad.aya)” u  çay.o.
 
“Where are you going?” the boy asked.
“Ton        o  yal.i? solko   çat.o.
 
“Far out   to come     in  when the wind    shifts. I want   to   be   out  before  it is light.”
“Edu oke   im  yam.şe  in     öt    venbe     kov.e.  A  men.e  im   bab.şe  oke   el     u  vüsbe.”    
    
“I’ll try   to get   him to work     far out,” the boy said. Then if you hook something  truly  big  we can come to your aid.”
   
“A  yaç.a   im raf.şe  u  im  han.şe  edu  oke”, solto çay.o. “Ona if o  tümse.k  şo.bangı  enu.çi  eme, e b.yam.e  an  oz  pösnü ”
 
“He does not like to work too far out.”  
“He does not like to work too far out.”  
“U        balex          haveş    oh  edi em.”
 
“No,” the boy said. “But I will see something that he cannot see such as a bird working and get him  to come  out  after (from behind of) dolphin.”  
“U   g.han.e.x             mı edu  oke ”
“Ya”,   solbo  ças.o. “Su  a  ses.a      şobse      du    u    b.ses.e.x          çe      şönbi  hav.iş    sa  reg.a  u    yomeş  em    (şa) şendöz lü mo.”
 
“Are his eyes   that  bad?”  
“No,” the boy said. “But I will see something that he cannot see such as a bird working and get him  to come  out  after dolphin.”  
“J. uz  sinye.i  (osu) ça    ego.x?
 
“Ya”, solso çay.o.  “As  a  bay.a   mö bangı   am  u  b.bay.e.x     eş   şönbe  han.aka  es raf.o  u im yam.şe  oke üş    şengi”
 
“Are his eyes that  bad?”  
 
“J   uz  senge.s  so  edi.x?
 
“He is almost blind.”  
“He is almost blind.”  
“U        ah        ori”
“It is strange,” the old man said. “He never went turtle-ing.  That is      what  kills  the eyes.”
“Eno.x”,            solmo  ças.o.        “U  yog.o.x  is  şintu.k.ku.    İsu bab.e    ta    piy.e  sinye.i”   
“But you went  turtle-ing      for  years                      off the Mosquito Coast and your eyes are good
“Su    o  yog.o  şintu.k.ku  ho camya.i (elo camyai)    lö    Mosquito Coast    sa    oz  sinye.i  edi.   


Little child, be not afraid: Ebix solça, mafeşx  
“U    oda       esa”
Though rain pounds/knocks) harsh against the glass: Çö venre kon.e emi.x na vonga
 
Like an unwanted stranger: Ge bav.ono.x  solfo
“It is strange,” the old man said. “He  never  went    turtle-ing.  That is    what kills the eyes.”
There is no danger: Binde beb.ex
 
I am here tonight: A bab.e ik ut
“Ema.x”,       solba  çay.o.     “U   yal.o.x   oşu.x  şinrö.k.aka.  İsu bab.e  at  pay.e  senge.i”   
 
“But you went  turtle-ing  for years off the Mosquito Coast and your eyes are good
 
“As  o  yam.o  şinrö.k.aka   camba.çü  ın  Mosquito Coast   es   oz  senge.i   edi.
 
 
'''Another text from a song for children'''
 
 Little child, be not afraid:               ''emex solma, ber.eş.x''
 
Though rain pounds harsh against the glass: ''öp venne köş.e evö.x üç vöndi''
Like an unwanted stranger:                   ''eş men.amo.x  silyü''
There is no danger:                         ''bintö beb.e''
I am here tonight:                           ''a bab.e uşi üço''


Little child, be not afraid: Ebix solça, mafeş.x
Little child, be not afraid:                 ''ber.eş.x, emex solma''
Though thunder explodes and lightning flash: Çö ventö çoz.e sa venli vaf.e
Illuminates: Vay.e
Though thunder explodes and lightning flash: ''öp venhö çik.e es venkö vap.e''
Your tear-stained face: Oz sanfü-laş.ono sinfa
I am here tonight: A bab.e ik ut
Illuminates:                                 ''ver.e''
your tear-stained face:                     ''oz sangü-gan.amo senze''
I am here tonight:                           ''a bab.e uşi üço''
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