User:Aydbayk/sandbox

Constructed Language ABCL (AYBAY CONLANG)
“AyBay ConLang”, (abbreviated as ABCL) is a constructed language (conlang), developed and issued by Dr. Aydin Baykara in 2022. It is an a priori language, which means that the complete vocabulary has been created entirely new, starting from zero. ABCL is a conlang containing partly the features of philosophical and logical languages. It is less agglutinative, but fairly inflective and derivative too.

Living world languages are difficult to learn also because of many irregularities, ambiguities and of grammatical rules of differing complexity. Most of the conlangs aim to be easy learning international auxiliary language (IAL) by avoiding them. Accordingly such a conlang –to be easy and simple- should fulfil the following conditions:

-         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 in exactly defined.

-         The words shall be classified in predefined, clearly distinguishable  classes

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

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

-         The words shall be as short as possible for short expressions and for saving printing paper.

ABCL is built up in two levels. The basic one (Level 1) is for normal use (about B2  level of CEFR) and the second level (Level 2) is for the full utilization of all aspects for higher purposes like printed papers and literature.

ABCL tries to achieve these goals by:

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

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

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

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

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

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.

ORTHOGRAPHY
ABCL exploits all eight vowels available in different languages, but without lengthening and lowering them. Besides the common vowels “a, e, i, o, u”, also “ö and ü” (from German for example) and “ı” (ɯ- close back unrounded vowel, which is not common in ABC’s), will be utilized. The letter “ı” is very common in Turkish. It is not difficult in pronunciation at all, even though it seems so for outsiders. Although it doesn’t exist in English ABC, it can be heard very often in daily talks, for example in vocabularies ending with “_tion” like “station”, which would be written in ABCL as “sıteyşın”. The first “ı” may not be distinguished (as in clusters “st”) but the second one is articulated also in English also lengthened and stressed. Even though ABCL abstains from using it in case of nouns, where we have huge possibility of the word creation without utilization of ”ı” (and others as the consonants “j” and “h” for example), in some cases however (like verbs and particles) they are needed for the creation of the sufficient numbers of the words. Close sounds of the vowel “e” (like a-umlaut in German) have been also dismissed.

ABCL uses 20 consonants, however only 18 will be utilized generally. These 18 include also the consonants “ç” and “ş” (English digraphs ch and sh). The “w” has been omitted for sounding very close to “v” and “q” close to “k”. The “j”, itself sounding as in the French word “je”, has been included for marking the questions and numerals.

Besides it will be necessary for the second level of ABCL, if there is a shortage in the creation of CV and VC type ‘two letters’ particles (adjectives, prepositions, pronouns) in the Level 2.

The last questionable consonant used here seldom (e.g. for ordinal numbers), is “ğ” which sound like “gh” in “though” in English. “x” sounds same as in English and used for negations only at the end word it modifies. Below is the complete table of the spelling pronunciation with other examples.

ALPHABET AND PRONUNCIATION
ABCL as a conlang does not rely on the exact pronunciation of the letters. Words are constructed such a way that it is not sensitive to the diversions such as aspect and accenting. But it is essential to stress the vowels in V, VC, CV, VCV, CVC formations and the second vowel in CVCCV and longer formations.

VOCABULARY, LEXICON, WORD FORMATION/DERIVATION
Words are created according to the following scheme:

Nouns have the scheme CVCCV, verbs CVC, adverbs VCV, adjectives CV and VCV, conjunctives and prepositions VC. Pronouns have V and VCV respectively. In case a scheme is used for more than one category (as VCV), certain vowels or consonants are allocated to one class only so that a mix up can be avoided. (e.g.  for the adjectives VCV, the first vowels are “a and e”; for the adverbs “o, ö, u and ü”; for the pronouns “i”.)   Number of letters for each category is chosen considering the possible combinations in creation of the required number of a lexical category. (e.g. although for nouns (with CVCCV), combinations over 500 000 may be required and can be created theoretically, for the verbs, three letters CVC may covers the required range).

ABCL lexicon (ABCL- English) has been prepared in form of an Excel file, separated in groups of lexical categories: noun, verb, adjective, adverb, conjunction and preposition, pronoun, derived nouns (and additionally a table with the affixes for inflections, conjugations and declensions). The category “noun” consists of 15 noun classes, each of them placed in a separate Excel page. Further details have been explained under the related title “NOUN” below. Verbs are separated also in classes, similar to nouns, placed under one Excel page, which includes also the derived verbs separately. Similarly, to each other category, an Excel page has been allocated. A word can be searched using the “search” function of Excel in both direction. A direct visual search is also possible, if the correct class of the word can be judged before, while looking in the relevant page and under the corresponding subtitle.

Word formation/creation by the derivation between verb-noun-adjective-adverbs has been done with the help of the suffixes. Suffixes are selected for each logically defined group separately. They have been explained in the following with examples for each type of the syntactic category separately. ABCL has about 3600 root nouns (including 3000 most common nouns of English listed by Britannica Dictionary), 1500 root verbs, 530 adjectives, over 100 adverbs, 100 conjunctions/prepositions and 55 pronouns defined in English translation. With some defined derivations the vocabulary has almost six thousand words, which is considered sufficient for the daily use of World languages.

As explained below for individual cases the word creation system of ABCL is able to create huge number of the root words additionally. Nevertheless, with the help of the created rules for word derivations, one will be able to find a word, which he needs to express himself easily. Thus, we can estimate the vocabulary of ABCL at this stage already about 8000 to 10000 words.

Basic/Root Nouns
“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 classes, 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 the most utilized letter in many languages, we preferred it for the “heading” BODY, parts of which being mostly mentioned in daily speaking.

Some critics do not favour this partly philosophical approach of word creation, 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.

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.

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 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.

SEN: HEAD

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
Nouns will be derived from nouns, verbs and adjectives by adding suffixes according to a fixed scheme. They will typically end also on a vowel as the root nouns. {| class="wikitable"
 * colspan="5" |

Deverbal Nouns

 * ABCL Suffix
 * ABCL Suffix

Level 1
 * ABCL Suffix

Level 2
 * Example: ABCL noun (Level 2)
 * English Suffix
 * Some English Nouns as Samples

(nouns given in italic translated in ABCL only)
 * _şe
 * _şe
 * yin.şe, dek.şe
 * to …(infinitive)
 * to run, to eat
 * rowspan="22" |
 * rowspan="22" |
 * rowspan="22" |

_aya
 * _aya
 * kas.aya
 * _, ­age, _ure
 * cut, bore, leakage, creature
 * _aya
 * çol.aya
 * _(t)ion
 * protrusion, indication, motion, division, organization, evaporation
 * _aya
 * kiz.aya
 * _
 * heap
 * _aya
 * her.aya
 * _ing
 * building, being, writing, dead, smell, piping
 * _aya
 * yar.aya
 * _ate
 * certificate
 * _aya
 * kük.aya
 * _
 * package
 * _aha
 * mes.aha
 * _ence
 * joy, fun, thought, excellence
 * _aha
 * hün.aha, tad.aha
 * _ment
 * employment, enjoyment, amazement, imprisonment, replacement
 * _aha
 * bas.aha
 * love, liking, knowledge, good manners, praise
 * _aha
 * şap.aha
 * _ure
 * failure, pleasure, disclosure
 * _aha
 * pis.aha
 * _al
 * denial, approval, removal, proposal, refusal, dismissal, arrival, appraisal, remedial
 * _aha
 * pas.aha
 * _ance
 * resistance, expectance, deliverance, importance,   attendance, defiance, assistance
 * _aha
 * çan.aha, pil.aha
 * _, _ism
 * speech, criticism, shave, description, classification, dance, dream
 * _aha
 * bip.aha, yup.aha
 * _
 * hope, end, rain, work, fear, success, result
 * _aha
 * yöf.aha
 * _ion
 * interruption
 * _aha
 * vük.aha
 * _ing
 * counting, dying (death),  measuring
 * _ada
 * tüm.ada
 * _ion, _tion,_sion
 * relaxation, attention, selection, evaporation, introduction
 * _ada
 * fob.ada
 * _age, _th, _ade
 * message, manage, drainage, growth, health, blockade
 * _ada
 * yin.ada
 * _
 * run, begin, joy
 * _ada
 * sip.ada
 * _ity
 * ability, prosperity, intensity, simplicity, customs
 * _ada
 * pöt.ada
 * _ery/-ry, _ony
 * bribery, robbery, testimony
 * _ada
 * rap.ada
 * _ancy
 * expectancy, tendency, (walk),
 * rowspan="2" |
 * message, manage, drainage, growth, health, blockade
 * _ada
 * yin.ada
 * _
 * run, begin, joy
 * _ada
 * sip.ada
 * _ity
 * ability, prosperity, intensity, simplicity, customs
 * _ada
 * pöt.ada
 * _ery/-ry, _ony
 * bribery, robbery, testimony
 * _ada
 * rap.ada
 * _ancy
 * expectancy, tendency, (walk),
 * rowspan="2" |
 * rap.ada
 * _ancy
 * expectancy, tendency, (walk),
 * rowspan="2" |
 * rowspan="2" |

_ana
 * _ama
 * hün.ama
 * _er, _or, -ent, -est, -ist, -ory, _ak, _ier
 * employer, teacher, student, assistant, servant, stimulant, baker, beggar,  survivor, editor, governor, waitress,  tourist, signatory, runaway (leakage), liar, applicant, cashier, cleaner
 * _ana
 * vük.ana
 * _er
 * counter, cleaner, recorder, player, opener, obstacle, scale, viewer (for suffix _scope: as  microscope, telescope)
 * rowspan="2" |
 * rowspan="2" |
 * rowspan="2" |

_aya
 * _aşa
 * dan.aşa
 * _
 * dress/clothes(ing)/wear/garment,
 * _aşa
 * kaş.aşa
 * _
 * fuel, drink, food
 * _asa
 * _asa
 * hün.asa
 * _ee
 * employee, refugee, trainee
 * rowspan="2" |
 * employee, refugee, trainee
 * rowspan="2" |
 * rowspan="2" |

_aça
 * _aça
 * vös.aça
 * _ery,_ry
 * refinery, bakery, laundry, laboratory, dormitory
 * _aca
 * dir.aca
 * _ing, _tion, _
 * bedding, station (bus stop), aim/target, passage
 * _aka
 * _aka
 * yin.aka
 * _ing (gerund)
 * running, beginning, rejoicing
 * }
 * running, beginning, rejoicing
 * }

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, 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 four. (Seemingly different meanings by different suffixes arises by the root verb, not by the suffix, accordingly no need for such suffix diversity.)

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

Thus ABCL has finally five derivational suffixes for deverbal nouns as shown in first column. The suffixes of the second column at the table above may be used however for the Level 2 if needed.

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.

{| class="wikitable"
 * colspan="5" |

Denominal Noun

 * rowspan="3" |
 * rowspan="3" |

_da
 * _da
 * salya.da   (for abstract nouns)
 * _hood, _ship, _ness, _ity, _ism, _cy, _ery, _dom
 * motherhood, friendship, .., humanity, socialism, fatalism, regency, slavery, military,  kingdom
 * _ha
 * senge.ha
 * spectacles, woodshed, cucumber, Spielzeug (German)
 * _ya
 * salya.ya
 * _y, -n/-en/-on, _ling, _ette
 * mummy, doggy, chicken, kitten, maiden    darling, diskette
 * rowspan="4" |
 * _y, -n/-en/-on, _ling, _ette
 * mummy, doggy, chicken, kitten, maiden    darling, diskette
 * rowspan="4" |
 * rowspan="4" |

_na
 * _ma
 * pesçe.ma =pesce

(affiliation to people- group)
 * _ian, _er, _man, _ist
 * politician, librarian, physician, musician, porter, sportsman, fireman, statesman,  pianist, artist, dentist, racist, socialist, Buddhist, atheist
 * _sa
 * Türkiye.sa
 * _ish, _ian, _an, _er, _se
 * Turkish,  Algerian, Roman, Chinese
 * _na
 * paskö.na
 * _ish,_ien,_an, (e)r
 * citizen, villager, republican, English, German
 * _ra
 * honba.ra
 * _eer
 * engineer
 * _ta         (relating to a branch, area
 * _ta
 * banya.ta
 * _logy, _nomy, _graphy
 * biology, psychology, planetology, astronomy, stenography, geography, photography
 * _
 * country name
 * as in the original language, not in English
 * colspan="3" |Suffix replaced by compound words  such as "heat gauge"
 * _meter
 * thermometer
 * }
 * country name
 * as in the original language, not in English
 * colspan="3" |Suffix replaced by compound words  such as "heat gauge"
 * _meter
 * thermometer
 * }
 * thermometer
 * }

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 "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 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 seen 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. {| class="wikitable"
 * colspan="4" |

Noun Derived from Adjective
* Nouns will not be derived from deverbal adjectives but directly from verbs, so it will be “göd.ayax” and "vad.aya". {| class="wikitable"
 * _ka
 * heha.ka
 * _y
 * pinky
 * _ka; (x)_ka
 * ebi.ka,  ebix.ka
 * _
 * beauty, ugliness
 * _ka
 * açü.ka
 * _dom
 * freedom, boredom
 * _ka
 * ehi.ka
 * _th
 * depth, strength
 * (x)_ka
 * göd.amox.ka*
 * _cy
 * vacancy
 * _ka
 * atü.ka
 * _(en)ce
 * prominence, absence, residence,
 * _ka
 * abax.ka
 * _hood
 * falsehood
 * (x)_ka
 * avax.ka
 * _ness
 * sadness, kindness, darkness, business
 * _ka
 * vad.azo.ka*
 * _(en)cy
 * fluency, frequency
 * _ka
 * silbi.to.ka
 * _(al)ity, _ty, _y
 * sexuality, normality, formality, loyalty, jealousy, victory
 * _vunye
 * şı.vunye, ki.vunye
 * _gon
 * polygon, pentagon
 * }
 * _ka
 * silbi.to.ka
 * _(al)ity, _ty, _y
 * sexuality, normality, formality, loyalty, jealousy, victory
 * _vunye
 * şı.vunye, ki.vunye
 * _gon
 * polygon, pentagon
 * }
 * polygon, pentagon
 * }
 * colspan="4" |

Derived Noun from Adverb
{| class="wikitable"
 * _sı/si
 * oye.si
 * _side
 * outside
 * }
 * }
 * colspan="3" |

Compound/Combined Noun Derivations

 * adjective.verb
 * edu.çeni
 * telephone
 * adjective.verb
 * edu.biyi
 * television
 * adjective.verb
 * edu. bayı
 * telescope
 * adjective.verb
 * edux.bayı
 * microscope
 * verb.noun
 * ene.n. vondi
 * magnifying glass
 * adjective.noun
 * eme vondi
 * lens/magnifier
 * adjective.noun
 * şo.bangı
 * something
 * }
 * eme vondi
 * lens/magnifier
 * adjective.noun
 * şo.bangı
 * something
 * }
 * }

Basic/Root Verbs
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 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 (not in this example).

As example, some verbs in the category “K-physical acting” are shown below:

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, if a verb in a clause accompanied by an object will be understood as transitive in any way.

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.

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)-
Examples: (first noun of the rows translated only)

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

Verbal Forms in ABCL
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).

Other suffixes for further verbal forms are listed in the table under the title: Modal Verbs, Inflexions and Modus in ABCL further below.

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

Three letters are separated in to two main groups as “DESCRIPTIVE-QUALIFYING” and “DESCRIPTIVE–PEOPLE” (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:

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 it modifies the rule that adjective ends upon vowel (CV) changed here to VC exceptionally.

Derived Adjectives
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
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:

Denominal Adjectives
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

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.

Numbers
Also for the numbers, the suffix “_x” meaning zero, a differing system has been created.

1 to 10: bi, çi, fi, ki, li, ni, pi, si, yi, bix For example: The number 6 572 120 is written in ABCL: nin.lil.pik.çif.biç.çix (includes 18 letters). The same digit written in English extends to 52 letters.

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

Bip, bis, 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, bin big" etc.

At the first sight it seems to be some ambiguity with some verbs, e.g. “bin” means as verb “shame” 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.)

Basic Adverbs
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.

Some Examples:

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

Examples for some derivations: (The firsts of English words row are translated in to ABCL only)

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

CONJUNCTIVES-PREPOSITIONS
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”.

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

Subordinate Conjunctions                    em               which/that/who

NEGATION AND QUESTIONS
Negation of the act is done by adding suffix “x” at the end of the conjugated verb. With “_x” as suffix, ABCL construct also antonym for adjectives, adverbs and conjunctives/prepositions where appropriate. “X” is also used for the number “zero”.

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

Example: J.a yüsa? (Shall I swim?), J (Jɯ or Je) şenbe b.yüs.e? (Can fish swim?)

Tenses 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. (u/ü and o/ö can be interchanged for the vocal harmony) If verb phrase has more than four letters, it will end up on a consonant, not vowel in order to prevent a mix up with root nouns.

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

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

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

ABCL has none of the complicated aspects requiring the usage of auxiliaries, root modification of the verbs and suffixes such as in Germanic languages (progressive, perfect, past perfect, progressive perfect, past perfect progressive, future perfect progressive, conditional perfect progressive) nor in other languages (habitual, recent/far past, simultaneous, gnomic/generic etc.) All those aspects such as the frequency of occurrence and timely relation (recently, long time ago) will be expressed by the temporal adverbs and numbers where and if required. I considered e.g. the present perfect tense not necessary because whether or not a past event extends its affect in the presence, has no or very limited relevance for expressing the intent of the speaker. If it would be really necessary he can describe it by the auxiliary means. In fact, the differentiating of simple past and present perfect, as a relic of past, disappear slowly as seen in spoken German language.

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

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, the examples for the cases explained above for the tenses and aspects used in English and their equivalent in ABCL:

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

Present simple                                                    "I eat"                                                 A dek.e

Present progressive                                       "I am eating"                                           A dek.i

Present perfect                                                                "I have eaten"                         A dek.ö

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

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

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

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

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

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

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

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

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

Aspects of the future tense:

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

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

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

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

Subjunctives of future:

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

Simple conditional:                                          "I would eat"                                     A dek.a.ç

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

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

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

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)

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

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

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

Examples for Item 1:

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

If-clauses (conditional present):

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

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

That-clauses:

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

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

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

Desirative-Wish-clauses:

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

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

Necessity/must-modal-clauses:

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

Hearsay-inferential

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

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

Examples for Item 2 clauses:                                                  

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

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

If-clauses:

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

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

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

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

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

That-clauses:

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

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

Necessity/must-modal-clauses:

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

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

Wish-clauses (incl. desiderative mood):

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

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

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

Future-clauses:

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

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

Also in case of inferential (indirect reported), not witnessed, doubted and not confirmed irrealis, such as “He said he was a physician” (German: Er sagte, er sei Arzt), the speaker can express his intention by telling it directly, i.e. he can say “He said he was a physician, but I cannot confirm it”. An adverbial auxiliary such as “allegedly or supposedly” would express the same circumstance. Also past subjunctive “He said he had no time” (German: Er sagte, er hätte keine Zeit) can be expressed the same way. Irrealis clauses with the past subjunctive can be replaced also with suitable adverbs such as “He has apparently been there” (er sei da gewesen ) and for the future as “He will assumably be there” (er werde da sein)  Turkish has a separate tense for inferentials: “O git.ti” translates “o git.miş”. If it were necessary, English constructions "he must have gone" or "he is said to have gone" would partly translate this Turkish inferential sentence. Even though it is very convenient to build the subjunctive by simply adding the suffix “–miş” to the verb root “git”, it must be learned by some effort. Instead of it I preferred also in such cases using direct real clauses with suitable phrases to cover the intent of the speaker. Here we would say: “I was told that he has gone” or better “He has allegedly gone.” Even though I defined the suffix “_m” for this case for Level 2. (a bdur.o.m cemtü = I was able to fall asleep at midnight apparently (or as I was told next morning)=uyuyabil.miş.im

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

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

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”.

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”

Jussive:  "Everyone should be loved", “I ask that everyone is to be loved”

Potential mood: “She probably/possibly loves me"

Dubitative mood: "I think she loves me."

Hypothetical:  "I might love you [if...]";  "May I love you" as “I don’t expect that I love you”

Admirative:  "Wow! She loves me!", "Apparently she loves me."

Hortative:  "Let us love!"

Eventive: "I would probably love you [if...]" as “I probably love you, if …..

MODAL VERBS, INFLEXIONS and 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 no 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:

Example: A c.koy.e.k 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.

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 “_s” is used as suffix also after nouns.

ABCL has in Level 1 nine verb features  indicated by partical marker and suffixes:
 * 1) …vowel for tense

“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 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”

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)

Inflexional Suffixes for Nouns

GREETING and WISHES
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:

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

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

SYNTAX
Syntax has a defined, fixed order (SVO) as below:

(question: “J” as prefix or particle or interrogative words)-subject noun/preposition-(modal).verb.tempus affix (_x)-adverb-adjective-object noun/pronoun-(preposition)-(adjective, if any)- second object noun. Adjective phrases will be placed also before the noun they modify. In case of many object nouns, they keep the sequence accusative, dative, locative 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-, 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.

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”.

SAMPLE TEXT
Here is a paragraph from “The Old Man and the Sea” translated in ABCL. (The partical in parenthesis indicates that it can be omitted for the first level. As seen, in English almost 60 percent more letters are required for the same expression.   “I can remember you throwing me into the bow where the wet coiled lines were [A b.maz.e (am) o kap.u a ay çikşi ot epi.x kıp.amo tümle.s] and feeling the whole boat shiver and the noise of you clubbing him [an (am) a bat.aka ma hunmi şay.o an vanzı (öş) o pıl.aka u] like chopping a tree down and the sweet blood smell all over me.” [aç dov.aka şirye oyö an ebe sanna böz.aya şü iy a.] The ABCL text now put to gather:

A b.maz.e (am) o kap.u a ay çikşi ot epi.x kıp.amo tümle.s an bat.aka ma hunmi şay.o an vanzı (öş) o pıl.aka u aç dov.aka şirye oyö an ebe sanna böz.aya şü iy a.   (109 letters only, where the English text utilized 162 letters for the same.)

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.

ABCL is free for everyone except for commercial use.

Below is the a large text translation from: paragraph by paragraph)

The Old Man and the Sea

Solba (emax solmo) i  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           ut top.u şenbe ayü.çe   (in) hunpi in  G-S                   i       u        yal.u six ki camsa   uçe            içx          kan.aka  şenbe. İn  mi  kix camsa     solko 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.

Ey      il   kix camsa     iç.x şenbe,     solko.z salba        çey.ö        u      am      solba     bab.o   uçe    etu.çi i    ünu   “salao”,  üt (benne.dox.ka.z), (benne.l.x.ı.z) (edi.x benne.z) bennü.z  şe edi.x vusbo,  i  solko yal.o          aş üz pac.aya (in)   mo    hunpi,   üt    kan.o      fi      edi    şenbe     mi campa.

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.

İt made boy unhappy.ly     that (he) saw (ki) that) old man  come back each day with his empty skiff and he always  went  down for helping him  carrying      either  coil.ed   lines      or gaff   and harpoon and sail  that(ki o)  was furled   around mast

Bay.şe solba um   yam.o  şu  camsa iç uz ezu.x hunpi,  mel.o solko ava.x                                                       i      u       oçi   yal.o      oyö  (iş)   fag.şe(aka?) u  kün.aka  ün      kıp.amo  tümle    or  tümpe i   tümre   i       hunti um             köc.o.n           (üs) hunşi.

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

Hunti  düz.o.n               iç   denki dünlü.s  i    kac.amo, u boy.o    eç     egü   mönpü.z çanla.

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

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

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

Avo sanpa tenkö.z hu yüb.şe                                                am vesne kin.e   aç     uz vap.aya (on) vinmö.do vinpe bab.o (on) uz senzü.s.

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.s         yin.o abu oyö uz sense.z vunze           i uz sinte        man.o       egi-çüd.amo tünye aç sop.aka   eşe şenbe on tümye.

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

Ey (işüx  üv se tünye.s) (se tünye.s.z işüx) bab.o  efi. Ü bab.o  ay.ema.x(al ema.x al)  vanço in şenbe.dox vinşi.

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

cheerful and undefeated.

İşü                üş       u bab.o  emax  av    uz senge.s  i     ü bab.o         eso      binye eç     vinpe  i   bab.o mas.ado  i       pik.amo.x.

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

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

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

“A byal.u     iç        o         olu. E        bay.o     şo  pisye”

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

Solba                dap.ü          solko      kon.şe  şenbe i          solko bas.o  u.

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

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

“But remember how you went eighty-seven days without fish and then we caught big ones

every day for three weeks.”

“Ey    daz.eş          et    o    yal.o       six pi       camsa   içx   şenbe   i    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.”

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

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

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

“He hasn’t much faith.”

“U   man.e.x şi  bansu.”

“No,” the old man said. “But we have. Haven’t we?”

“Oş,”  solba çay.o. “Ey    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.”

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

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

“Te.x?”           Solba çay.o.       “  As şenbe.na.s”

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

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

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

İpu.s        üv  şa ema.x şenbe.s       bey.o         u    i   bab.o  ava.x.

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

Ey   ü       kuy.o.x       u     i        ü     çan.o  abi.çi         üş        honke       i         ehi.kaka  (ot)  ü       kög.ö üz    tümte      i           egü           edi      vendi    i        üv 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.na             bab.o       öçi   in    i       dıl.o                   üz şenfi              i  kün.o    ü (küz.amo?)küz.o.n  ezu vusgu(ehe.kaka)   uv    çi hönfi,         iç     çi solmo gok.aka    aş      çonpu uv şö solmo,  an   şenbe salsa          ot         ü  rep.ö     iş    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      şenhi,     kan.o       ü      (an)     şenhi hinbö  (on)        mo vunze  üv           vinle ot            ü       koc.o.n       on           koc.ana,           üz sunra yöv.ö.n,    üz süntü kas.o.n        i  üz sanpu dav.o.n            i   üz sanşa   kas.o.n (in)(an) çanlo.s   iş  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    uv          hünme       aç        şenhi hinbö;    ey üça bab.o          üyi         eşo  vuskü uv   böz.aya      ok         venbe        sub.o         in an vunne     i    ona şag.o                i  u bab.o    ama       i     vesne.lo(do) (on)  hande.

“Santiago,” the boy said.

“Santiago,”    solko çay.o.

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

“Eş”  solba  çay.o. U  küv.ö        uz  dentü    i mid.ö    (uv)    şi camba  öçe.

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

Ja    byal.a oye.x    im raf.şe sense.s    iş   u      iş camçe?

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

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

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

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

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

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

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

“Te ema.x  a bab.o      öt     o   mi   an.o   a  in  hunmi?”

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

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

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

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

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.s (bab.o)  i      bat.aka ma   hunmi şay.o     i       vanzı    (uv) o  pıl.aka       u    eç    dov.aka     şirye    oyö      i                ebe sanna böz.şe     şü   iy    a.

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

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

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

“A    maz.e          işü           aç        öt           e  mi     yal.o   uyü.”

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.s

“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  solko(salsa)   a  kan.e    o  (oye.x)en  i     tüh.e”    u  çay.o. “Ey   o   (bab.e) oz  salya.z   i        oz    salna.z       i       o          in   benne.do hunmi.”

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

“Ja        d.raf.e   şense.s?  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      işo.

“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)   i    uz   menme       yal.o oşu.x. Ey  uçe       ü        egi.l.o             ef            venge rik.e.

“Two,” the boy said.

“Çi”,    solko   çayl.o.

“Two,” the old man agreed. “You didn’t steal them?”

“Çi”,         solba            siy.o. “O    hal.ox        ü?

“I would,” the boy said. “But I bought these.”

“A  bab.o.ç”  solko  çay.o. Ey  a  hay.o  isü”

“Thank you,” the old man said. He was   too  simple to wonder when   he   had attained humility.

“Dip o” ,  solba çay.o.                 U  bab.o üyo  egö    im   böf.şe       öt       u      yik.ö   mam.ado

But he  knew             he had attained it and he knew           it  was not disgraceful and it carried   no loss of    true pride.

Ey    u   mad.o  (am)  u       yik.o          u   i     u  mad.o (am)  u  bab.o.x    pösçi.do.x  i   u   kün.o.x  oş pisgü uv 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.

“Ot(in)             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  oye.x  im  yam.şe  in      öt       venbe      kov.e. A  men.e  im   bab.şe  oye.x  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  oye.x”, 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.”

“U          g.han.e.x               üyo edu  oye.x ”

“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.”

“Oş”,  solto çay.o.  “Ey  a    bay.a    enu.çi        am  u     b.bay.e.x       eç     şönbe  han.aka  i   raf.o  u        im yam.şe oye.x   öş    şengi”

“Are his eyes that bad?”

“J   uz  senge.s  so edi.x?

“He is almost blind.”

“U    uyu       esa”

“It is strange,” the old man said. “He never went      turtle-ing. That is     what kills the eyes.”

“(U) Ehö.x”,   solba çay.o. “U   yal.o.x  oşu.x  şinrö.k.aka. İsu bab.e at  pay.e  senge.s”

“But you went   turtle-ing   for years                       off the Mosquito Coast and your eyes are good

“Ey     o  yam.o  şinrö.k.aka  camba.çü  ın  Mosquito Coast   i  oz  senge.s   edi.