Cenoji: Difference between revisions
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== Phonology == | == Phonology == | ||
The vowels [a], [e], [i], [o], and [u] are pronounced / | 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. ( | * 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
|
| 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:
