Cenoji: Difference between revisions

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== Phonology ==
== Phonology ==
The vowels [a], [e], [i], [o], and [u] are pronounced /{/, /e/, /i/, /2/, and /y/, respectively.  [i] is pronounced /I/ if directly preceded by the letter [j].
The vowels [a], [e], [i], [o], and [u] are pronounced /a/, /e/, /i/, /o/, and /y/, respectively.  [i] is pronounced /I/ if directly preceded by the letter [j].


The consonants are [c], [f], [h], [j], [l], [m], [n], [s], [t].  All of these are pronounced like their lower-case X-SAMPA counterparts, except for the following:
The consonants are [c], [f], [h], [j], [l], [m], [n], [s], [t].  All of these are pronounced like their lower-case X-SAMPA counterparts, except for the following:
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* a sense of the root.  For example, "teach" and "student" would have the same root but different senses--one being "the act of causing this to happen" and the other being "the receiver of this action."
* a sense of the root.  For example, "teach" and "student" would have the same root but different senses--one being "the act of causing this to happen" and the other being "the receiver of this action."
* other markers, such as cases (nouns) or tense markers (verbs).
* other markers, such as cases (nouns) or tense markers (verbs).
=== Cases ===
=== Cases ===
Cases can be stacked; for example, recursion (the subject also being the object) is indicated by using the nominative and the accusative.
Cases can be stacked; for example, recursion (the subject also being the object) is indicated by using the nominative and the accusative.
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Each of these is explained using education as an example.
Each of these is explained using education as an example.


* conceptual: the concept expressed by the root. (learning)
* conceptual: the concept expressed by the root. (the gaining of knowledge)
* instance: a specific example of the root's concept. (education)
* location: the location where the action expressed by the root happens. (school)
* location: the location where the action expressed by the root happens. (school)
* causative verb: a verb causing the root to happen. (to teach)
* causative verb: a verb causing the root to happen. (to teach)
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* causative object: an object causing the root to happen. (teacher)
* causative object: an object causing the root to happen. (teacher)
* receptive object: someone who results from the action. (student)
* receptive object: someone who results from the action. (student)
=== Noun Construction ===
Nouns consist of several different parts, in a regular order.  This order is:
[root] + [sense marker] + ([root] + [sense marker]) + ... + [case]
These are head-initial, meaning that stuff on the right of the word builds on the meaning of the leftmost root.  Example:


[[Category:A priori conlangs]]
[[Category:A priori conlangs]]

Revision as of 09:53, 21 March 2006

Cenoji
Spoken in: Njetoluhi, by the Sea Elves
Timeline/Universe: unknown
Total speakers: ~3 000, distributed in clans of about 20 people.
Genealogical classification: Njetoluhi
Elfin
Sea Races
Eastern Coast
Cenoji
Created by:
Eosp 2006

Phonology

The vowels [a], [e], [i], [o], and [u] are pronounced /a/, /e/, /i/, /o/, and /y/, respectively. [i] is pronounced /I/ if directly preceded by the letter [j].

The consonants are [c], [f], [h], [j], [l], [m], [n], [s], [t]. All of these are pronounced like their lower-case X-SAMPA counterparts, except for the following:

  • [c] = /s/
  • [s] = /S/
  • [t] = /T/

All of the consonants except [j] and [s] can be followed by [j] to make a cluster. Example: [lju] is pronounced /'ljy/.

The syllable structure is <CV>. C is a consonant (or cluster) and V is a vowel.

A small pause is placed between grammatical inflections and roots. This is optional but helps when dealing with large words.

There are three tones:

  • low flat, unmarked
  • high flat, doubled vowel
  • high falling, marked with an acute accent over the vowel

Grammar

I took off all of the grammar; I'm going to change it out.

Each major word contains three parts:

  • a root, which captures the main idea of the concept.
  • a sense of the root. For example, "teach" and "student" would have the same root but different senses--one being "the act of causing this to happen" and the other being "the receiver of this action."
  • other markers, such as cases (nouns) or tense markers (verbs).

Cases

Cases can be stacked; for example, recursion (the subject also being the object) is indicated by using the nominative and the accusative.

  • nominative, indicating the subject of the sentence.
  • accusative, indicating the object of the sentence.
  • constructive, indicating an object that helped the action occur.
  • obstructive, indicating an object that hindered the action.
  • descriptive, indicating a property of another object. (This serves as the genitive, temporal, dative, etc. cases. It also serves as a means for adjectives.)

Root Senses

Each of these is explained using education as an example.

  • conceptual: the concept expressed by the root. (the gaining of knowledge)
  • instance: a specific example of the root's concept. (education)
  • location: the location where the action expressed by the root happens. (school)
  • causative verb: a verb causing the root to happen. (to teach)
  • receptive verb: the result of the root. (to learn)
  • causative object: an object causing the root to happen. (teacher)
  • receptive object: someone who results from the action. (student)

Noun Construction

Nouns consist of several different parts, in a regular order. This order is:

[root] + [sense marker] + ([root] + [sense marker]) + ... + [case]

These are head-initial, meaning that stuff on the right of the word builds on the meaning of the leftmost root. Example: