Lucid International Language, LIL

This engineered conlang aims to be as expressive as possible while using the least possible number of morphemes created and used by allowing words to move freely across syntactic categories, including grammeme ones, with few dedicated grammemes. Reliance is placed on their interrelations that can be intuitively understood.

LEL has an extensive means of disambiguating, but, in the name of brevity, allows various means to inform meaning. One is context. A system of defaults is another. But beyond those, understandable prosody and even paralinguistic features are made overt.

Please note: This is a work in progress. As soon as I am satisfied with it and am ready to supply the lexicon, I will be able to clean this page up and repost it as anew page with with a comprehensive table of contents

Classification and Dialects
As an engelang, LEL intends to minimize the use of phones and phonotactics the peoples from various languages have difficulty distinguishing or pronouncing. However, LEL will use more difficult ones if using it brings with it an economy in other areas. It, though. strives to minimize how critical being able to hear or pronounce them are to comprehension

Consonants
Those in parentheses are considered allophones or, when alone, possible phonemes that may only be used if a sufficient reason to is found.

The varieties of /p/, /t/, /k/; /s/; /m/, /n/, /l/; /w/, /j/ are the 9 most common consonants in the languages of the world.

The LEL lexicon is to have tables of related words kept maximally apart though a "corkscrew" system. But that requires that there be sets of three. To this end, the empty nasal, fricative and approximate slots must be filled. /ŋ/, orthographically ⟨ q ⟩, /f/, /x/ are selected as they maintain a good distance from the other members. /l/ is counted as an approximate along with /w/ and /j/.

To these 3 sets of three is an unusual "vertical" set. These are the glottal stop, orthographically ⟨ ; ⟩, /h/ and pharyngeal "approximate", orthographically ⟨ ^ ⟩. There is some justification for using what are otherwise punctuation marks here in that LEL intends them to be something like verbal punctuation. That they are uncommon across languages means some care must be used in applying the phones

Rhotic ⟨ r ⟩ is, for now, intended for semantic use (say, indicating the word is now one of the polar extremes, like: bad > evil; tall > giant )

(note) The Retroflexes are only mentioned in case a need for a phonemic contrast is discovered that cannot be supplied by the above means. Again, care must be used if and when employing them

(also) I am interested in finding a system that allows a standard (or an Extd) Qwerty keyboard to transliterate as many IPA symbols as possible to supply a means of disambiguating that would be too lengthy otherwise

Vowels
As LEL requires there be sets of 3 among the consonants, it also requires sets of 3 among the vowels. The 6 vowels used are maximally distant from one another. What they are like phonetically will vary with the individual and context

Phonotactics
(1) All languages have CV, and LEL has 10 × 6 = 60. (note) /w/ and /j/ may not have to be reassigned as "Vowels"

And all languages intuitively know the proper, preferred shapes of their native words. As stated, LEL aims to maintain its course to be phonologically and, thus, grammatically and lexically, minimal. Allowing for an open ended number of roots (the world’s worst offender being English) does not encourage restraint. Therefore, all (root) words are monosyllabic.

(2) CVC is allowed as well.

(#) Most basic: 16 C × 6 V = 96 × 16 C = 1536 + 96 = 1642 possible (root) words native to LEL. But the aim is to use as few of them as possible while minimizing as much ambiguity as possible, all while keeping the brevity of a sentence in mind. A tall order

(2.1) But all proper LEL words must be followed by a vowel, a non-plosive CV grammeme, or a break in the flow of speech (this last termed "punctuation"). So, CVC is phonologically CVC(-V/S_).

Punctuation Breaks

Except for foreign words and constructs, the only acceptable way for two (or more) consonants to not be separated by a vowel or a non-plosive CV grammeme is for them to be separated by a break in the flow of speech. This makes punctuation breaks a form of grammeme in their own right. And, interestingly, used properly, they can allow for free floating segments within a sentence, more or less independent of syntax!

(2.1.1) When there is no consonant in a coda, a glottal stop ⟨ ; ⟩ after the vowel is used at a punctuation break. There is no word that has it lexically.

Phonemically, punctuation breaks are distinguished by these syllabic features: Being a coda, the 1st C is naturally weakened while the 2nd C is strengthened by it being an onset. (You can hear this these happening at commas in English.) Therefore. if a 3rd C is not strengthened, then it is a word functioning as a grammeme (though they may be uncommonly strengthened)

Vowel Lengthening and Dividing

(3+2.1.1) The glottal stop being lexically absent allows two vowels to come next to each other inside a word and form the phonotactic profiles of CVV or CVVC word (i.e., [CV:] or [CV:C]). LEL makes overt use of length in a semantic-prosody system

(3)  Lengthened vowels and diphthongs  work together as part of a semantic-prosody gradient system, with the approximates, naturally, being weaker than a single vowel and diphthongs being weaker than a lengthened vowel and [CV:/CV:C > CV.V/CV.VC] divided/double vowels. (The dot representing various suprasegmental ways of making one vowel into two)

(#) So there are more than 1632 acceptable LEL words. /w/u/ and /j/i/ is 2 × 4 vowels (/wu/ and /ji/ doesn’t count) = 8 possibilities. 8 × 1632 = 13056 + 1632 = 14688. But a reminder, changes to a rood words vowels is just that, changes, and can be considered as a form of affixation, not independent words in their own right

(note) A LEL rule of thumb is that whatever can be done with vowels can also be done with the other sonorants, /m/, /n/, /l/. (For the sake of practicality, a nonphonemic central vowel may be inserted if need be). This increases the possibilities of a language that's restricting other means of verbal expression

Writing System
Qwerty is used because it is the most common Latin keyboard internationally and does not require extra strokes (though when I do surrender, it is with the Extended Keyboard)

That means                                                   >:<  ! My Chromebook is glitchy with these tables !

Prosody
LEL makes extensive use of (tone and) pitch and length at both the word morpheme and sentence levels so that they operate cooperatively.

(1) First of all, LEL is syllable-timed not, like English, stress-timed. Each vowel is to be pronounced with more or less equal force. Pitch accent is a feature that helps maintain this prescription. (2) >

Tone

(2) LEL tone is not an arbitrary accent. It is assigned as being part of a table of other, related words which is, then, used to contrast with other words that would otherwise be homophones. Together these are, then, false homophones. Ideally, false homophones are highly distinguishable by context and, so, mastery of tone is not a necessity (when its ability to nuance is not too important)

(2.1) Which tone is used is determined by its 3(+) semantics of degrees:

(2.1.1) up/rising = "more attractive/positive”, (2.1.3) down/falling = “opposite/negative” (2.1.2) level/mid range = “in-between the poles/neutral”. (The quotation marks allow for fudging, that is to say, for expanding beyond the strict limitations of logic so the more common can be the more economically expressed). (note) Of course, the standard is whether something is "usually considered" positively, neurally or negatively. And there is a way to subvert these values

Pitch

(2.1) Pitches are the base tones changed for semantic-prosodic reasons. Think of them as non-segmental affixes. Being partially prosodic means they are also part of the intonation system. The aim is to keep the changes as close to natlangs as possible, but be willing to be contrary if a clear advantage is to be gained

(2.1.1) Where pitch goes in a group of words acts can distinguish between those that are compounded and from those that are not. (Don’t tell me “I see a pink elephant” is the same as “I see a pink elephant”. One is a description and one is, hopefully, not to be taken literally.) See Syntax.

But what if you don’t clearly hear or produce the all-important pitch that determines the semantics of the word? A secondary system is to be built alongside it. What it is by non-phonemic features has yet to be decided. But reduplication (below) can be a part of it

Repudlication

(2.1+2.2) To the 3-pitch system is added reduplication of the word. In LEL, reduplication is used to indicate shades of meaning. “good good” has more force than simple “good”. “good, Good!" can have a different interpretation than “Good, good”. The high tone good reduplicated would mean "excellent", while by changing its vowel and giving it a low tone good becomes bad and reduplication can mean "inferior", and a different vowel from the set of 3 vowel options and mid tone gives the root the meaning of "so-so", reduplicated into "mediocre". Separate modifications can then be applied to indicate the value-system (social, economic, moral, etc). Of left to be supplied by already establish context.

( note! ) Taking the time and effort to do (2) (should) increase the importance the speaker puts on expressing the degree right. It discourages hyperbole when the strongest expressions take the longest time and effort to say and write.  Anything  that requires time and effort does this

(#) Counting 0 reduplication and reduplication combined with the root also being with or without pitch increases the number of degrees possible. 3 × 5 = 15. 15 × 14688 = 220320. But these great numbers are to be based on a system that allows for understanding rather than route

(note) LEL’s underlying lexicon is still minimum. The great number is an expansion from the far fewer root words. It is easier to learn/remember an “opposite” and “neutral” equivalent of a word than to have to memorize and remember the same in a completely different form (English). Or making what you’re trying to say even longer and more complex to understand expressions by agglutinating yet more verbiage. (“The Turkish say Sorry using the French merci because by the time they say “özür dilemek” they no longer feel so sorry”)

Phonotactics on the Lexical Level

(2.3) Maximal differentiation through contrast is a part of LEL. Besides (2.3.1) the 3 tones ⟨ ' ⟩, ⟨, ⟩, ⟨ - ⟩, it also has a system of vowel series (2.3.2) i > y > o > i  (2.3.3) u > a > e > u, as well a system of  consonant series: (2.3.4) p > q > s > w > p   (2.3.5) t > m > x > j  > t   (2.3.6) k > n > f > l > k. (These are used to keep the members of a table completely differentiated phonologically).

Sentence Level

(3) Different from the morpheme/word-level degrees (above) is the sentence-level degrees. The morpheme/word-level features are what the sentence-level ones are built upon.

(3.1) In every language, every sentence will have at least one important word. Why? Focus, contrast, emphasis, assertion, relevance, etc. They are often marked quite naturally by lengthening the vowel. English does it

All Sonorants Are Equal ...if they are not glides

(3.2) Lengthened vowels can be divided into two syllables to allow more degrees of expressiveness here. And a LEL rule of thumb allows sonorants to be treated the same way. /m, n, ŋ/ (and phonetically but not phonemically sonorant /l/?) can become "diphthongic" or syllabic for their expressive potential. This would appear to be, though, for more advanced users

(2+3.3) To this end, the two side-by-side vowels/sonorants can each have their own pitch features. The more time and effort something takes, the more worthwhile the user thinks that something is. This is especially made clear as there are a minimum of mandatory, intuitive grammatical rules

Vocal Register

(4) The tones-to-pitches can be spoken higher or lower than the person’s normal level. Briefly, like English, higher elevates the importance of the word, phrase or clause, lower lessens it. Think of such punctuation marks such as dashes and parentheses. Think of restrictive/essential (“the man who dropped the ball and lost the game”) verses the nonrestrictive/nonessential (“the man, who dropped the ball, hit a home run”).

(4.1) Beyond the "modal" range, there are the paralinguistic ("falsetto", "vocal fry" ~ glottal, and "whisper" ~ laryngeal) registers. These carry associated meaning and, so, are worthy of orthographic representation. If it is made overt, as LEL intends to do, then it can be elevated to do linguistic, disambiguation duty

Other Suprasegmentals

(5) Certain laryngeal, epiglottal, pharyngeal and other non-Qwerty sounds can fairly naturally be associated with meanings that could be used to increase the subtlety of LEL even further. They are often heard in the interjections and onomatopoeias of different languages that do not otherwise allow the phones. It is a real challenge to write them using (Exnd) Qwerty. Speech-to-text opens the possibility that they can be conveniently systematized and utilized one day

The below examples, though, utilize only Qwerty:

(5.1) Vocative Cues

mm um: / ' / stage-holder; /-/ stage-enabler; /,/ stage-claimer                                                                                                                                                                         ll      la! / ' /, /-/, /,/ = degrees of approval, pleasure, enjoyment                                                                                                                                                                                                                               ff     feh!: / ' /, /-/, /,/ = degrees of disapproval, displeasure, or disgust. ss   ss: / ' / wishing for attention (psst);  /-/ accepting attention; /,/ denial of attention (shh)                                                                                                                                hh   sigh: / '/ wishing to reset (towards positive) ; /-/ just "neutral" letting the breath out ; /,/ (towards the negative)

Grammar
(1) Punctuation Breaks = Speech Flow Breaks

Grammemes. ...C, C... punctuation breaks can separate modifiers as a comma does, be they Adjectives or Adverbs. This marks the modifier as not part of a compound (marked by stress placement or something else) or a modifier of a modifier

(1.1) Besides, one of the vowels, /V/, grammatical affixes are the non-plosive open syllable, /CV/. Limited in number, (#: 42). only the words that most easily and usefully become grammemes take this shape. (But) These can all be made free floating within a sentence, adding nuances that differ according to what it is near. This is done by either adjacent Cs (punctuation breaks) or adjacent Vs that are not between two Cs, internal to a word

(1.2) A question arises when there is a punctuation break both before and after a vowel /V/, Are they become part of the same system of syntactic case marking or a different system? What is the answer?

(1.2.1) Keep the vowels as markers for verb, complement, subject, direct object, indirect object. Then they would be part of a 3-dimensional game of out-of-place parsing and/or referencing

Or they can be repurposed in what may be called Attitudinals (a la Lojban), that allow for the display of more overt attitudes than can be expressed - if expressed at all - by a messy miscellany of means in natlangs. Here are two of the possible systems:

(1.2.2) Keep them as word affixes, LEL already has a system of indicating degree of importance and feeling. So, instead, the vowel affixes could mark the preferred interpretation, say, body, heart, head, spirit, community (similar to another part of the Lojban Attitudinal system)

(1.2.3) Do something very similar to Lojban and level words of attitude to be linguistic but letting the combine the vowels to code into something different, perhaps more like verbal emoji (e.g., ha, meh, argh, etc)

(2) Pure Vowel Grammemes (The basic idea of these were inspired by Mini by S.C. Gruget and was the final spark the lit LEL)

(note) Vowel grammemes have no inherent tone and are usually neutral, taking the tone of their word. However, they may take a tone as commentary on its word. Like giving a positive interpretation to what is tonally a negative one

The one ...V... absolutely needed is [e]. Being mid, unrounded this vowel is the most convenient vowel to reach that isn’t a schwa [ə]; it separates consonants but also links words into a unit. It does not compound the words, but it can be part of the compounding method. Though empty of grammatical meaning, because of where it is most frequently used, it is the de facto vowel-grammeme of the modifier when it is not dropped because of a punctuation break.

(2.2) Realistically, nouns need to be differentiated from the verb. Not counting /e/, that’s two vowel grammemes. Phonetic symbolism can be called upon to decide which vowel goes with which grammeme. By the relative gradation of effort and the metaphor of the position in the vocal mouth:

(2.2.1) This second vowel grammeme is for the  Verb . The high, rounded /u/ requires more effort and that makes it more important, the definition of an action predicate, as well as its going through the mouth all the way from the back to out into the world where people can see it by its rounded lips.

(2.2.2) The third available vowel grammeme, mid, round /o/, should be related to the /u/ particle. In some languages, adjectives are not usually differentiated grammatically from the verb. The Adjective Grammeme does not mark it as a modifier but as an Adjective  Complement  orbiting its verb.

(2.2.3) The fourth matches the vowel in the middle of the mouth /i/ with what is in the middle of an action, the Direct Object.

(2.2.4) The fifth, the /a/ grammeme, would then mark the Subject, as it is closest to the origin of the action if the actor is the speaker.

note) The Indirect Object does not need a grammeme that has no real use outside of marking syntactic phrases. Instead it can put full content words to grammatical use. Like "give" and "benefit". Though the "to/for" verb/adposition is a possibility. However, to make use of the Vowel Grammemes as not only a suffix but a Valency-sortinh prefix, the Indirect Object has to have /y/ assigned to it

(3) The /;/ Grammeme Separator

(3.1) When an open CV grammeme must be followed by one of the vowel grammemes, then a /-;-/ is placed between them.

(3.2) When the vowels are themselves two vowel grammemes, then the /-;-/ not only separates them, but lets the classification (modifier, complement, verb, etc) of the 1st vowel to remain while the 2nd vowel repurposes it. (E.g., intend > intent > intention > intentional > intentionally) Note, though, just because mixing a word's grammar doesn't mean the system should be commonly used. It should (only) be used when extra-precision is, in fact, called for as it will no doubt narrow, if not change, the meaning of the word. Especially as a series of them are allowed (e.g., intentionalistic)

(see) (5 vs 6) below

(4) Vowel Grammemes and the Valences (These are inspired by those of Ithkuil)

The Valences Commenting  vs (5.16-5.18), below

Two (or more) of the NPs are using the same predicate word(s) but they are being/doing it together ...   VP/-u/ = or at least at the same time   VP/-wi/ = but individually, apart from the other's   VP/-wy/ = making a whole (or part of a greater whole)   VP/-wo/ = or not, generally. Perhaps think of it as the place for miscellany

(4.1) NP-a (...) NP-a when the two suffixes match = Accompaniment VP/-u/. An "and" grammeme is added if the 2nd NP is no longer adjacent to the 1st NP  (note) NP/-y/-i/ with NP/-y/-i/ matching their suffix should also be possible, only they do not determine the valence

(4.2) NP-a (...) NP-y = one depends on the other, or both may depend each other when marked by the Dependency VP-wy. The same grammeme is added (as 4.1 and 4.3) if the 2nd NP is no longer adjacent to the 1st NP

(4.3*) NP-a (...) NP-i = not strictly valence, but marks how the direct object is dealt with /e/ can be used to disambiguate when (4.3) is used with either (4.1) or (4.2) above. Otherwise, the same grammeme (as 4.1 and 4.2) may be used to take one or more of the NPs away from the others

(note) Vowel Grammemes as Suffixes  If used, their pitch comes from the word they are 'prefixed' to. Where (3), above, is more about the relationship of the NPs themselves have, with Valence helping to define it, (4) is about the relationship the NPs have with their shared valence

When the /e/, /u/, /o/, /a/, /i/, /y/ mark Verb, Complement, Subject, Direct Object, and Indirect Object, they are 'suffixed' to the word

(5) Vowel Grammemes as Prefixes

But they can be 'prefixed', provided they come within a greater NP where the /u/ of the predicate can be referenced. (note) NP and VP below refer to the Head of their respective phrase

(5.1) e-CVC-e when vowels come both before and after it - or - has punctuation breaks before and after it, ;e-CVC; = non-discursive commentary, and is able to indicate what it is commenting on by being near it. By being in the right position, it can be on a word, phrase, clause, sentence, and, perhaps, even larger linguistic units (Say being on a word meaning "topic")

(5.1.1) When it is free floating, the e-CVC-e prefix provides further specification through the CVC word.

(5.2) CVC-a; CVC-y; CVC-i >   e -CVC-a;  e -CVC-y;  e -CVC-i marks the 2nd NP with matching suffix as a modifying NP of the 1st NP, more or less equivalent to the genitive case, or, here, the Associative (a la Ithkuil)

(5.1+2) When the pattern is e-CVC-e-CVC-a/-i/-y, then the 1st CVC is a word that further specifies the relation between the two NPs. Examples are: (5.1+2.1) Possessive, alienable¹: physical, (5.1+2.2) Proprietive, alienable²: sanctioned, (5.1+2.3) Genitve, inalienable¹: unremovable, (5.1+2.4) Attributive, inalienable²: experienced, (5.1+2.5) Productive, creator, (5.1+2.6) Interpretive, context, (5.1+2.7) Originative, source

(5.3) CVC-u >  e-CVC-u = Participle, a VP acting as a modifier to and within a NP

(5.1+3) e-CVC-e-CVC-u = a further specification of the Participle. The present participle is the default one assumed to be the one used without the prefixing e-CVC-

(5.4) CVC-o >  e-CVC-o = a complement brought into a NP.

(5.1+4) e-CVC-e-CVC-o = a further specification

(5.5) o-CVC-o = discursive, giving commentary on the message itself. Like e-CVC-e and ;e-CVC;,, it is free floating, able to mark what it is commenting on by being near to it. By being in the right position, it can be on a word, phrase, clause, sentence, and, perhaps, even larger linguistic units

(5.6) o-CVC-e = The Complement of a modifier. i.e., a displaced modifier.

(5.7) o-CVC-a; o-CVC-i; o-CVC-y = The subject; direct object; indirect object within a complement

(5.8) u-CVC-u = impersonal verbs

(5.9) u-CVC-o; o-CVC-u = stative verb made dynamic; dynamic verb made stative

(5.10) u-CVC-e = a modifier or or other non-noun made into a verb

(5.11) u-CVC-a; u-CVC-i; u-CVC-y = Gerunds, the verb(phrase) as a noun(phrase)

(5.12) e-CVC-u = serial vowel where the referent is not the anaphoric subject; indirect object; direct object. Specific. Redup. (of the /e-/?) makes it a general referent, ' about ', 'regarding ', ' concerning ', ' in regard/reference to ', ' pertaining to ',  ' as to '. As with the other /e-/ prefixes, it, too, is able to be free floating.

(5.13) a-CVC-u; i-CVC-u; y-CVC-u = serial vowel where the referent is the anaphoric subject (default); indirect object; direct object

(5.14) a-CVC-o; i-CVC-o; y-CVC-o = Complement where the referent is the anaphoric subject (default); direct object; indirect object

(5.15) CVC-a; CVC-y; CVC-i with e-CVC-a; e-CVC-y; e-CVC-i marks the 2nd NP with matching suffix as a modifying NP, more or less equivalent to a Genitive

Valence Made Relevant vs (4.1.1-4.1.3), above

(5.16) CVC-a with an a-CVC-a marks the two (or more) NPs as sharing a general, loose Valence: V-u = Participating, V-wi = Corollary, V-wy = Nonrelational, V-wo = Paralleling

(5.17) CVC-a with an y-CVC-a marks two (or more) NPs as sharing a dependency Valence: V-u = Reciprocal, V-wi = Mutual, V-wy = Complementary, V-wo = Contingent

(5.18) CVC-a with an i-CVC-a marks the two (or more) NPs as sharing a response Valence: V-u = Imitating, V-wi = Duplicating, V-wy = Indicating, V-wo = Demonstrating

Etc) By the LEL rule of thumb, since, like -u, -wi, -wy, -wo can be used as suffixes, they can be used as prefixes

(5 vs 6) V;V (CVC-e;e, CvC-u;u, CVC-o;o, CVC-a;a, CVC-i;i CVC-y;y, etc) is less flexible than (5)'s V-CVC-V-CVC-V, which allows easy addition of specification. And it doesn't allow the conditions for free flotation. Another subtraction for (6) is that the phonetic interaction of the two adjacent vowels would not make for stable affixes. If affix processes shown in (5) are left to (5), then what (6) does is not very intuitive. That, then, is (6)'s purpose: Special Derivations that are more or less unique to each CVC word with having the reference helping more in the learning than if a completely different C-V-C combination were used

Resonant Grammemes

Now what of the other grammemes and words being purposed for grammar? All of the stand-alone vowels are taken. Grammemes ideally should begin (and end) with the other categories that have resonance, the quality that allows for the easier transition between consonants. Sonance is ordered this way:

Sonorants  [a], [e, o], [i, u], [j, w], [ɾ](flap), [l], [m, n, q]; Fricatives [v, z, ɣ], [f, s, x];  Affricatives [bv, dz, gɣ], [pf, ts, kx] ; [b, d, g], [p, t, k],                       Plosives cannot stand alone and needs one of the above categories. Fricatives can stand alone and have a number of the same features sonants have, and because of the need for as many CV-words that can be used as grammemes, LEL treats them as honorary sonorants. (If necessity dictates, the schwa may be brought in)

(note) Since the most frequently used and therefore unmarked grammemes are CV and there is a limited number of them available, some of the ones differentiated below may have to be merged, expressed differently or even eliminated

(7) Adpositions and their Modifiers  The same processes can also occur with metaphoric comparison within a VPs. But adpositions - default prepositions - start out as analogous to the cases the syntactic ones (i.e., the vowel grammemes /-a/,/-i/, /-y/) do not manage. (note) When not in their adposition positions, they can be brought into the NP to disambiguate the modifiers it uses while they are an adposition

There is a limited number of words, all CV, that can perform the "adposition" functions and as such they themselves do not have to be marked. They are put into groups with a set of three vowels - /e, a, u/ or /i, y, o/ - sharing the same initial consonant. They have inherent, lexical tone because outside of their use as adpositions, they are also used as full content words. But as adpositions, they usually have a neutral tone, taking on that of the phrase they govern. (Reminder, tone should seldom be have critical importance and are there as an additional way to disambiguate false homophones. Tones use as marking degrees is another matter)

LEL's use of reduplication is not meant to be used as they are traditionally used across languages. Instead, it is to put the word-into-words into related but less frequently used meanings. Which has the least frequent use should be the deciding factor. Rule of thumb: Specific is usually more common than the less specific

The (etc) is to remind that the word used may (have to) be translated by different word(s). See Lexicon

(7.1) Three of the most useful are those that form the basis of  from  (etc) ~ at (etc) ~ to (etc), made more explicit in the lexicon. Of note is how reduplicating them makes them less specific: not (confidently) know or relevant but mentioned because something has to be used for it to be useful as an adposition.  from from  applied to the origin or source: from the direction of, back as far as.  at at  applied to the location: around, about. to to applied to the destination: toward, go for.

(7.1.1) Besides the  from-to  and conversely to-from compounds obvious use, it can also be used with NPs that carry such modifiers as "substitute", "new", "old", "large", "small", etc. Reduplication making the modifiers less (or more?) specific

(7.2) To these three are added three that are the similar but are temporal based trio. The spatial uses inform how their metaphoric twins are to be used. They are used inside VPs to supply tense and other uses other languages employ affixes, auxiliaries, and the like to express. When there is no direct metaphoric comparison with the spatial, then consideration should be given to using the equivalent form to missing in-VP uses with no easily or economy of form fix

(7.2.1) Are the equivalent of (6.1.1), from-to and conversely to-from only temporally based. Added modifiers can result in a combined meaning of "former/ex-", "wannabe-", "future-", "later-", etc. Reduplication making the modifiers less (or more?) specific

(7.3) Is the adposition used with flowcharts, branching diagrams, etc. The modifiers of the adposition work with modifiers inside the NP it governs specify the node(s) and other appropriate information. This has its own equivalents of from (etc) ~ at (etc) ~ to (etc) and use all of those adpositions modifiers metaphorically: front, back, up, down, etc.

The Dimensions, immediately below, can be used to indicate how extensive the representation is intended. For example, adding 1D to the adposition and using it with a NP modifiers (overtly? covertly?) tagged 3D means that the discussion is restricted to one level; 2D means that the discussion is, perhaps, on what level to place something relative to the other members.

(7.3.1) (0D:) the nodes, juncture points. names (redup. = nicknames¹); surnames (redup. = nicknames²; titles (redup. = nicknames³); etc. are examples until they are put into a greater system, say a (2D) genealogical tree

(7.3.2) (1D:) direct comparison, redup. = the context of the comparison

(73.3) (2D:) the component(s) of something, redup. = the substance something is made of

(7.3.4) (3D:) the classification system. redup. = a loose classification of something

(7.3.5) (ØD:) where something is not restricted, but is free to be related to anything else within the system. redup. = loosely, even free association

(7.4) There is also a temporal version, marking changes over time, dynamic decision points, etc. (6.4.1 to 6.4.5)

(7.5) After (vowel grammeme) Case and (Adposition) Location~Motion Spatially and Temporally, the next most useful grammeme is "use" itself. It, too, is expressed through a set of three phonologically related morphemes. (1) use atypically (redup. = to continue to use something atypically, to repurpose); (2) use typically (redup. = to not use strictly as intended); (3) have but not use (redup. = to be in the way, considered useless).

note) It is possible for a spatial to be used inside a VP as well, used as immediate, utterance-tensed, Meta for the speaker on the sentence level (e.g., relevant or not, put aside for later consideration). Or a meta trio similar to the spatial and temporal 'adpositions' may be instituted, to give free range of employment, outside as well as in the predicate

Modifiers with an Adposition's NP can further specify and disambiguate. None, though, are grammatically mandatory like the adpositions have to be for them just function syntactically. There are two places for these: the adposition and its NP modifies the adposition, the one inside the NP itself modifies the NP. Unlike the CV adposition grammemes, they all have CVC + e

They are also among the most essential words of the lexicon and for that reason are listed below to highlight their importance. The member with lexical level tone is the default, assumed to be present when relevant even when they are not overtly mentioned

Dimensions : 3 Sets of 3

(01)¹ 0D = point  (redup. = indefinite point: atom, pixel); (2) 1D = line  (redup. = also has a surface, but the line is considered more relevant: e.g., road, ribbon);  2D = surface  (redup. = also has volume: grass, slide); (3) 3D = volume  (redup. = something 0D/1D/2D relates to it: tunnel, penetration). Beyond the redupications unspecifying, the dimensions can be added to each other for greater specification. Like 3D 2D = surface on a volume. (01) Temporally: 0D = point in time (redup. = circa, approximately when); !D = a line in time, (redup. = a timeline); 2D = a period in time (redup. = an era, etc.) ; 3D = age (redup. = geological/etc age when many events are occurring at (about) the same time - a volume)      (01) Tree, Spatial:                                                                                                                                                                                                                                           (01) Tree, Temporal:

(01)² ØD = relative  (from/at/to). For when dimensions are not considered relevant, per se. But 0D, !D, 2D, 3D may be added to this. Redup. = related generally. note) from + relative = landmark (from which to take bearings); to + relative = target. Redup. makes them less specific. (Like, say, being unsure where the landmark or target is)                                                                                                                                                                 (02) Temporally: relative to this or that time/landmark/target                                                                                                                                              (02) Tree, Spatial:                                                                                                                                                                                                                                       (02) Tree, Temporal:

(01)³ #D = ordinal, used away from numbers for orienting, ' -ward(s) ', '-first ' (redup. = vector, arc, trajectory: perimeter, diagonal)

Direction

(03) Spatially: axis (etc) ~ front (etc) ~ back (etc). (Redup. makes them more specific: (body) parts)                                                                                                                                                                (03) Temporally: present - future ~ past  (present-future is the default) These are also used to mark tense within the VP (Reduplication marks them as specific units, that is, say, a past era or period of a life)                                                                                                                                                                                                   (03) Tree, Spatial (03) Temporally: staying at or going from/to a place on the branches

(04) Spatially: level (etc) ~ top (etc) ~ bottom (etc). Redup. makes them more specific: (body) parts                                                                                                                                                                   (04) Temporally: (mean)while: non-causal support - 'in view/interactable' - 'out of sight'                                                                                                                                        (04) Tree, Spatial (04) Temporally: staying level with or going up/down the juncture points

(05) Spatially: middle ~ right ~ left. (Redup. makes them more specific: (body) parts)  (05) Temporally: the present, future, past of the time of the utterance   (04) Tree, Spatial (04) Temporally:

(note) Adding the word for "mirror", of course, changes it the p.o.v. as seen from a mirror, i.e., the other person's

(06) Spatially: nexus ~ West ~ North ; unknown ~ East ~ South. (Redup. makes them less definite, "or so") (06) Temporally: these are metaphorically used to map time   (06) Tree, Spatially (06) Temporally: these are metaphorically used to map/address the branching tree

(07)¹,²,³ Octants This comes from Ithkuil and maps out position on a 3D (or 2D) grid. LEL uses 3 sets of 3 (the ¹,²,³) root words to express the coordinates, with a 9th for ' at rest relative to'

(note) These are among the Mnemonic Candidates. These form a table of homophones that would make for maximal confusion without additions to disambiguate them. (say, West ~ purple ~ nine ~ letter j ). And that is the whole purpose of a mnemonic. They help the memory by creating ad hoc stories the brain can more easily hold onto by utilizing action, color, image, emotional, etc, Thus, 1, 780 can become "river-green-spider-donut"). The one of the best way to remember a lexicon is supposed to be through mnemonic randomization. LEL has the ability to both disambiguate  and ambiguate - at the same time

Distance

Gap, the space between, is the default setting: Assume it until expressed otherwise - default

(08) Spatial: in "view' (there) ~ close (here) ~ invisible (yonder).  (Redup.: have no idea where ~ coming in view is judged possible ~ within easy reach) (07) Temporally: immanent (etc) ~ soon (etc)  ~ later (etc)

Contact

(09) Spatially: abutting ~ inserted/overlapping ~ coexisting. (Redup.:          )

(10) Spatially: attached ~ merging ~ a part of.  (Redup.:                            )

Span, there is no relevant gap.

(11) Spatially: average (etc) ~ long (etc) ~ short (etc). (Redup.       )

(12) Spatially: average (etc) ~ wide (etc) ~ narrow (etc). (Redup.       )

(13) Spatially: average (etc) ~ deep (etc) ~ shallow (etc) (Redup.        )

Comparison

(14) Spatially: equal (etc) ~ more (etc) ~ less (etc)  (Redup.                     )

(15) Spatially: similar (etc) ~ same (etc) ~ different (etc) (Redup.)

Aspect

(16) Spatially: midway (etc) ~ beginning (etc) ~ ending (etc) (Redup.   )

(17) Spatially: continuation (etc) ~ pause (etc) ~ return (etc) (Redup.   )

Expectation (These will have further use in subordination linking Presupposition with Statement in a syllogism)

(18) In-discourse: uncertain ~ affirmed ~ negate (Redup.   )

(19) Out-of-discourse: uncertain ~ affirmed ~ negated (Redup.   )

Nouns
Nouns are only required to have their case grammemes.

Everything else is optional. There is a list of options that the speaker should keep in mind to add if context does not provide adequate clarity. LEL is meant to allow language to be lucid without being burdensome.

Pronouns                                                                                                                                                                                                                                                                              Each one is followed by a vowel grammeme unless it comes before a punctuation break

1p  wej      1p1p   wew   1p2p   wes   1p3p   weq   1p4p   wep

2p  sej                              2p2p   ses    2p3p   seq    2p4p   wep

3p  qej                                                      3p3p   qeq   3p4p   qep

4p  pej                                                                             4p4p   pep

Verbs
Verbs are only required to have their grammeme marker.

Everything else is optional. There is a list of options that the speaker should keep in mind to add if context does not provide adequate clarity.

Note that these options can be moved out of the predicate in order to link them up with what has come before, demote or promote them. An example would be the word used to mark an assertion mood that continues with the same force, is made less confidently or made more emphatically.

Syntax
Compound words: The main pitch goes on a modifier, otherwise it is on the head, Noun/Verb.

SVO with an Indefinite Object that can even be brought not only before the object but next to the Subject with a valence conjunction.

Noun+case_particle  Modifier   e/punctuation-break   Modifier   punctuation-break   Meta

Noun+case_particle  Noun+case_particle(same) = 2nd noun is a genitive

Verb+u  Modifier   e/punctuation-break   Modifier   punctuation-break   Meta

Verb+u  Verb+u = 2nd verb is a serial verb.

Critique, I am not yet satisfied that auxiliaries are adequately distinguishable from modifiers. Perhaps [y] will be used, it would be better if [y] can be used analogously within the Noun Phrase.

Lexicon
The strategy of this engelang is to first firmly establish the necessary grammemes and their lexical tone. From there a list of false homophones can be made distinguished from one another by having different tones, but not relying on tone as they should also be shown to be different by them individually being appropriateness or not in different, ideally non-overlapping, contexts.

Mnemonic tables are, then, to be drawn up, relating different categories of words randomly to others (say, West - red - spider - star). A system of phonolgoical and morphemic additions will then allow them to be distinguished - or not, if that is the mnemonicist's wish. Learning a lexicon can be made vastly more easy if its members can have free, even surrealistic, association (inside and outside of the language itself)

(n) 	head noun

(m) 	modifier (adjective or adverb)

(vt) 	verb, transitive

(vi) 	verb, intransitive

(p) 	quasi-preposition

(c)	conjunction

(d)  * meta

(i)	interjection

A work in progress. (Below is mostly, but not all, taken from Marq Thompson's ta ti. *will mark my own additions)

L+e > a > u set, root set of tones: Sense of Place - Location and Movement

le ' :   (n) movement, transportation   (m) moving, mobile   (vi)  to be moving, to be walking, to be traveling   (vt) to go, to walk, to travel, to move, to set out for  (p) to, in order to, towards, for, until   (c) thus, therefore, so   (i) hello in passing                                                                                                               le le : (n) aim, goal, destination  (m)     (vi)   (vt) to aim for, to have the goal of   (p) towards

la- :  (n) location, place   (m) real, true, existence   (vi) to be there, to be present, to be real/true, to exist   (vt) to actualize, to cause manifestation   (p) to be (located) at/on /in                                                                                                                                                                               la la :   (n) relative location   (m)    (vi) to be (located) somewhere   (vt) to place somewhere carelessly/uncertain  (p) relative to

lu, :  (n) origin, cause   (m) original, causal,   (vi) to be from, to leave   (vt) to go from, to move from, to displace, to leave   (p) from, by, because of, since   (c) because, since                                                                                                                                                                                   lu lu :   (n)  assumption, imputation  (m) provisional  (vi)   (vt)   (p) to seemingly come from

NOTE: le-  la,  lu'   and   le,  la'  lu- are to be given definitions that will be very difficult to confuse with the root set (above) so that those unable to hear tones will still be able to understand what is meant through the context. The word-morphemes that are the most important in conveying grammatical information should be given the fewest false homophones.

L²+i > y > o set, root set of tones: Influencing/Influenced

li' :    (n) head, mind   (m) main, leading, in charge   (vi)   (vt) to lead, to control, to steer

ly- : * (n)  torso, intuition   (m) secondary, deputy, acting   (vi)  to be representing a power   (vt) to channel, to guide, to direct, to abet

lo, :  * (n) joint, impulse   (m) tertiary, following, obedient   (vi)  to be in the power of, to be under the sway (vt) to follow, to obey,

P+e > a > u set, root set of tones: Distance from a Place

pi' :    (n) side, convenience  (m) this, near, reachable,   (vi)  to be on hand, to be near to (vt)  to reach  (p) by the side of, near to           (d) deictic this, here                                                                                                                                                                                                                           pi pi :   * (n) touch, border   (m) abutting, adjacent, conterminous   (vi) to be touching, to be on the border

py- :  * (n) neighbor, area,  (m) that, next-door, close, approximate   (vi) to be next to, to be close by   (vt)                                                      (d) deictic that, there                                                                                                                                                                                                                py py :   * (n) view, sight   (m) visible,   (vi) to be in sight   (vt)  to sight, to find

pu, :   (n) absence   (m) away, absent, missing   (vt) to throw away, to remove, to get rid of                                                                                 (d) deictic yon, yonder                                                                                                                                                                                                              pu pu :   * (n)  lost,   (m) unknown, uncontacted  (vi) to be in an unknown location   (vt) to have no idea  where

T+e > a > u set, root set of tones: +/- Dedicated Instrument  (This was inspired by Ithkuil)

te’ :  * (n) kludge, inspiration   (m) jury rigged, ad hoc, make shift   (vi)   (vt) to use atypically, to improvise

tu- :  (n) application, app, skill (m)   (vi)   (vt) to use   (p) with, instrumental case

ta, :  *(n)  gear, equipment   (m) back up, just-in-case   (vi) to be outfitted with   (vt) to have but not use, to have on hand   (p) bring along