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Kangta
★ CUTE…Salman Khan with Child artist Kevina Tak From Choti Sardarni serial on Bigg Boss 13, WeekendKaVaarWithSalman (November 15, 2019)!
misc. doodles
Syntax, My Love.
Exciting news – I’m teaching syntax.
So, the truth is that no matter how much you like languages, there are parts of language learning, teaching, and creation that are lower on the totem pole in terms of interest. I love phonology. I really struggle to love syntax. We all have our favorite parts of language – for me, this part is closer to the bottom. Syntax is a very dense area of study and for whatever reason, I never got into it quite like I did phonology.
Still, it’s a necessary part of our constructed language. If we want the language to be functional, we should consider it’s organizing principles. That’s exactly what syntax is - the manipulation of words in a language. It’s essentially the classification, order, and structure of words in a language.
Pretty necessary stuff. It seems like a very large part of conlanging, but I don’t say that from experience. I say that from inference. This is where we start deciding word classes, clauses, finiteness, heads and their dependents, constituents, cases, and almost every other little detail for the words in our conlang. I imagine it’s a bit of a task but, for some (myself excluded), the reason why we conlang at all.
Welp! Bring on the fricken syntax, my man.
Here are some pretty crucial terms before we turn syntactician:
先生が学生に手紙をかいた
Sensei-ga gakusei ni tegami wo kaita.
Teacher student to letter wrote.
‘The teacher wrote a letter to the student.’
The bolded sentence is called the GLOSS. It’s the literal translation. In the gloss, we can put all sorts of information, including lexical and grammatical components. Usually the font is different. However, if you’re lazy like me – just capitalize major grammatical components. See below:
The student-s ask-ed for these book-s
DEF.ART student-PL ask-PAST for DEM.PL book-PL
The students asked for these books.
in which we refer to definite articles, and plural demonstratives. Using a hyphen seperates grammatical components. Ask-ed means that the ‘ed’ is grammatically significant. The hyphen recognizes the boundary.
Considering that I haven’t touched my Chotian dictionary in months – I’ll stop here for now, but what I have to consider is how to proceed. I’m a newbie at conlanging and that’s why I’m doing this guide in the first place (it’s the blind leading the blind, I tell you) – but I seem to be at a bit of a crossroads. Do I build up word classes and the shell of my syntax first? Do I just start making lists of words assuming that I’ll be using them in my language at all? Conlanging guides suggest that you go with the flow of your language and do what feels right. So here’s what I’m thinking:
First, I decide which word classes I have in my language. I’ll need those to both gloss and categorize words anyway. Having a skeleton of that seems like a good idea. Nah - I don’t think this is a misstep.
I have a dictionary in Chotian here, but it’s embarrassingly empty because I’m a negligent language mother. So - I’ll build that up to atleast 200 words. In the meantime, I sketch out word classes. The basic ones. Noun: check. Verbs: check. Adjectives: hella check. Adverbs, prepositions: might as well. Because Choti is based on English, classes will be identical. For the bold who are building their languages from scratch, this is where you really start crafting. Where all of those @badconlangingideas come from. Where some of the most interesting and crafty visions of language are born.
This is actually where my lazy butt usually throws in the towel - but let’s build us a language anyway. I’m excited to see where we go from here. Any further suggestions?
継続は力なり!!
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