| Quantitative adjectives | Pronunciation | Meaning |
| MUQ | [mu:ch] | many, much |
| XAO | [shao] | few, little |
| PLU | [plu:] | plural (two, three, four, ....) |
| SGL | [sgl] | single (one) |
| SOM | [som] | some |
| OOL | [o:l] | all |
| NAI | [nai] | no, nothing |
Ex. No one say it.
M1 : NAI JE TE-O RU.
M2 : NAI JE RU TE-O.
<Note> NAI means No, and JE someone. TE means it, and the '-O' shows that TE is an object.
RU is bodily verb, and means 'to say' (or 'to talk').
If you prefer English word over NOXILO ISW (=RU in this case), you can write as follows.
M1 : NAI JE TE-O say.
M2 : NAI JE say TE-O.
<Note> NEI, JE, and TE-O are Basic Word, and threfore these are not allowed to be replaced with English.
You can not replace the above expressions with the following sentences, which means there is someone who
doesn't say it.
M1: JE TE-O NAI say.
M2: JE NAI say TE-O.
<Note> NAI is used as an adverb here because NAI modifies the verb 'say' instead of 'JE'.
The sentence means that many people say it, but someone doesn't say it.
Ex. This desk has no drawer.
M1 : TO KESK-W NAI TUSET-O TUV.
M2 : TO KESK-W TUV NAI TUSET-O.
<Note> TO means this, KESK desk, NAI no, TUSET drawer, TUV to have.
If you prefer English words to ISW, you can write as follows.
M1 : TO desk-W NAI drawer-O have.
M2 : TO desk-W have NAI drawer-O.
<Note> NOXILO nouns don't show if they are singular or plural, whereas personal pronouns do, like SE/SEN.
@@ @@@ When using English, nouns are usually written in singular form such as 'candy' instead of 'candies',
@and English verbs in are plural form (i.e. dictionary form like 'have' instead of 'has').
Let's quickly review NOXILO personal pronouns.
Personal pronouns (singular form) for review:@@
| Subjective | Possesive | Complementary | Objective |
| SE (I) | SEI (my) | SE-E (me) | SE-O (me) |
| ME (You) | MEI (your) | ME-E (you) | ME-O (you) |
| FE (the person) | FEI (the person's) | FE-E (the person) | FE-O (the person) |
| MAFE (He) DAFE (She) |
MAFEI (his) DAFEI (her) |
MAFE-E (his) DAFE-E (her) |
MAFE-O (him) DAFE-O (her) |
| JE (One) | JEI (one's) | JE-E (one) | JE-O (one) |
| TE (It) | TEI (its) | TE-E (it) | TE-O (it) |
Personal pronouns (plural form) for review:
| Subjective | Possesive | Complementary | Objective |
| SEN (We) | SENI (our) | SEN-E (us) | SEN-O (us) |
| MEN (You) | MENI (your) | MEN-E (you) | MEN-O (you) |
| FEN (They) | FENI (their) | FEN-E (them) | FEN-O (them) |
| MAFEN (Men) DAFEN (Women) |
MAFENI (men's) DAFENI (women's) |
MAFEN-E (men)
DAFEN-E (women) |
MAFEN-O (men) DAFEN-O (women) |
| JEN (They) | JENI (their) | JEN-E (them) | JEN-O (them) |
| TEN (They) | TENI (their) | TEN-E (them) | TEN-O (them) |
11-1-3. Numeral adjectives
Numbers that are explained in Webpage 2 are Adjectives as well. Numeral adjectives don't have radicals.
Ex. XUNyA (Zero, taken from Sanscrit), WAn (One, English), NI (Two, Japanese), SAM (Three, Korean),
SII (Four, Thai), LIMA (Five, Malay), ZEKS (Six, German), SABAA (Seven, Arabic), WIT (Eight, French),
KOO (Nine, Burmese), TIO (Ten, Swedish), STO (Hundred, Russian), etc.
11-1-4. Interrogative adjectives
Interrogative adjectives don't have radicals.
Ex. HANA ('what' in English), HINA ('which'), etc.
11-1-5. Other adjectives
These types of adjectives include Demonstrative, Distributive, and Possesive adjectives. Learners do not have to
pay too much attention to the classification of these adjectives. These adjectives don't have radicals.
Ex. TO (this), BOI (that) - - - - demonstrative
IIQ (each), IIRA (either) - - - distributive
SEI (my), SENI (our), MEI (your) - - - possesive
11-2. Position of Adjective, Adjective Phrase, and Adjective Clause
11-2-1. Position of Adjectives
When adjectives are used as a complement in a sentence, adjectives come before the verb in Mode I (M1),
and come after the verb in Mode II (M2), as shown below.
M1: S C V
M2: S V C
When adjectives modify nouns (or pronouns), the adjectives are always placed immediately before nouns (or pronouns).
M1 : adjectives + noun (pronoun)
M2 : adjectives + noun (pronoun)
(Note) Adjectives (= modifier) are blue colored, and nouns (= modified) underlined here.
Ex. It is a blue flower.
M1: TE EIS PAAFL (RI).
M2: TE (RI) EIS PAAFL.
<Note> EIS means blue (cyan), and PAAFL means flower. PAA is a radical for plants.
'a' is not translated unless it's necessary.
Those who prefer English to ISW can write as follows.
M1: TE blue flower (RI).
M2: TE (RI) blue flower.
Verb-adjectives without objects or complements also work as adjectives. See below.
Ex. I woke the sleeping boy.
M1: SE sleep-InK boy-O wake-T.
M2: SE wake-T sleep-InK boy-O.
Ex. I saw swimming Susan.
M1: SE swim-InK Susan-O see-T.
M2: SE see-T swim-InK Susan-O.
The following is a sentence of SOCV (SVOC for M2) pattern.
Ex. I looked at Susan swimming.
M1: SE Susan-O swim-InK-E look-at-T.
M2: SE look-at-T Susan-O swim-InK-E.
<Note> The '-O' shows that Susan is an object, and the '-E' shows that 'swim-InK' is a complement.
As explained earlier (in Webpage 1), the above example can be shortened as below.
M1: SE Susan swim-InK look-at-T.
M2: SE look-at-T Susan swim-InK.
11-2-2. Position of Adjective Phrases
Unlike adjectives, the position of an adjective phrase is the opposite for M1 and M2.
M1 : adjective phrase (= noun + modification agent) + noun
M2 : noun + adjective phrase (= modification agent + noun )
(Note) The adjective phrase (modifier) is colored blue, and the noun (modified) is underlined.
Ex. book on the desk
M1 : desk UN book
M2 : book UNL desk
UN and UNL are Modification Agents (MA). Modification phrases for M1 take the form of 'noun + MA', and
the phrases for M2 take the form of 'MA + noun'. Modification Agents for M2 are made simply by adding 'L'
onto the Modification Agents for M1. Modification Agents for M2 are equal to 'Prepositions' in English.
Verb-adjectives with objects and/or complements are modification phrases (here, adjective phrase). Therefore,
the position of the modification agent with the object is opposite for M1 and M2. Let's see the following:
Ex. The hospital bought equipment to inspect blood.
M1 : Hospital-W blood-L inspect DI equipment-O buy-T.
M2 : Hospital-W buy-T equipment-O DIL inspect blood-L.
'DI (DIL for M2) is Modofication Agent (MA) that is paird with verb, and it means 'in order to ' in English.
In modification phrases (adjective phrase and adverb phrase) and modification clauses (adjective clause and an
adverb clause), the element particle '-O' changes to '-L' for both M1 and M2. That is why 'equipment' has
'-O', and 'blood' has '-L'. '-O' is pronounced [o], and '-L' pronounced [ol] instead of [l]. You can write
'-OL' instead of '-L' until you get accustomed to pronouncing '-L' as [ol].
11-2-3. Position of Adjective Clauses
The position of an adjective clause is the same as that of an adjective phrase. That is, the adjective clause (modifier)
in M1 comes before nouns (modified), and comes after nouns in M2 as shown below.
M1 : Adjective clause ( = adjectives clause + Clause Leaders) + noun
M2 : noun + Adjective clause ( = Clause Leaders + adjectives clause)
Ex. The person who is studying violin is her father.
M1 : Violin-L study-In Ky person-W DAFEI father (RI).
M2 : Person-W Ky study-In violin-L (RI) DAFEI father.
Ky, pronounced [ky(u)], is the Clause Leader, and is equal to 'who', 'which', or 'that' in English. DAFEI, pronounced
[dafei], means 'her'. The above example is a S+C+be type (S+be+C in M2) sentence in a present tense. The advanced
learner can delete RI (= 'be' in English) after becoming familiar with NOXILO grammar. '-L' (pronounced [ol]) shows violin
is an object of the modifying clauses (adjective and adverb clauses). '-O' (pronounced [o]) is used only in noun clauses.
The above M2 example may be written by adding ZA after the modification clause (Ky study-In violin-L) as follows;
Person-W Ky study-In violin-L ZA (RI) DAFEI father.
I (author) myself prefer the following;
Person-W Ky study-In violin-L ZA DAFEI father.
Last, let's go over the table that we saw in 10-4 in 'Ch-10 Verbals' in Webpage 3.
Version 3.0 (8 October 2016)
| Verbals | meanings | Modification Agent that work with verbs |
meanings | Modification Agent that work with nouns |
meanings | Clause Leader | meanings |
| -M [m(u)] verb-noun |
that ..... | My [myu] noun clause |
that | ||||
| -D [d(u)] verb-noun |
whether ..... | Dy [dyu] noun clause |
whether | ||||
| -K [k(u)] verb-adjec. |
attributive use | Ky [kyu] adjec. clause |
that or which |
||||
| -KE [ke] verb-adjec. |
predicative use | ||||||
| EA [ea] for M1 EAL [eal] for M2 adjec. phrase adverb phrase |
at (time) | EEA [e:a] for M1 EEAL [e:al] for M2 adjec clause adverb clause |
when | ||||
| Deleted -BI [bi] verb-adjec. verb-adverb |
BI [bi] for M1 BIL [bil] for M2 |
degree/ so ... as |
EB [eb] for M1 EBL [ebl] for M2 adjec. phrase adverb phrase |
.... for (degree) |
EEB [e:b] for M1 EEBL [e:bl] for M2 adjec. clause adverb clause |
as much as that |
|
| Deleted -CI [tsi] verb-adverb |
CI [tsi] for M1 CIL [tsil] for M2 |
.... for | EC [ets] for M1 ECL [etsl] for M2 adverb phrase |
.... for (proper or not) |
EEC [e:ts] for M1 EECL [e:tsl] for M2 adverb clause |
in order to that |
|
| Deleted -AI [ai] verb-adjec. verb-adverb |
DI [di] for M1 DIL [dil] for M2 |
in order to do |
ED [ed] for M1 EDL [edl] for M2 @@adjec. phrase @@adverb phrase |
.... for (seeking) |
EED [e:d] for M1 EEDL [e:dl] for M2 adjec. clause adverb clause |
in order to that |
|
| FI [fi] for M1 FIL [fil] for M2 |
if | EF [ef] for M1 EFL [efl] for M2 |
if | EEF for M1 EEFL for M2 |
if | ||
| JI [ji] for M1 JIL [jil] for M2 |
in doing/ while/as |
EJ [ej] for M1 EJL [ejl] for M2 |
in doing | EEJ for M1 EEJL for M2 |
while, as |
@(Note 1) Mofification Agent EA (EAL) has been replaced with ED (EDL)
since March 2012.
(Note 2) Verbals -AI, -BI, and -CI have been deleted from NOXILO grammar
since December 2011.
***************
Ch-12 Adverbs
***************
Adverbs are similar to their English counterparts. Adverbs never change their form, and they modify verbs,
adjectives, adverbs, and sentences as a whole. Derived adverbs have
an LI ending as a derivative affix.
Adverb phrases also modify verbs, adjectives, adverbs, and sentences. Adverb Phrases
take the following form.
Noun (pronoun or verb) + Modification Agent ....... for
mode I (M1)
Modofication Agent + Noun (pronoun or verb) ........ for mode II (M2)
There are some 80 Modification Agents (MAs) to be paird with nouns (pronouns),
but there are only 3 Modification
Agents (BI, CI, and DI) to be paired with verbs.
Adverb clauses also modify adjectives, adverbs, verbs, and sentences as a whole. They are led by various
Clause Leaders which are put at the head (M2) or the end (M1) of adverb
sentence as shown below.
Adverb clause + Clause Leader ........ for mode I (M1)
Clause Leader + Adverb clause ........ for mode II (M2)
There are many kinds of Clause Leaders (CLs) to lead adverb clauses.
12-1. Classification of Adverbs
12-1-1. General Adverbs
The below table shows general adverbs that are frequently used. Some
of these are used as adjectives as well.
| General Adverb (ISW) ( Basic Word, * share w/ particle) |
(Friendship Words) | @@@@@ Meaning |
| BOIE (derived from BOI = that) | BOIE, LA | there |
| BOINE (do) | then, at that date | |
| BOIRA (do) | then, at that era (period) | |
| BOISA (do) | then, at that time | |
| BOISA (do) | then, at that point in time | |
| BOIT (do) | then, at that time | |
| BOIXI (do) | then, at that time | |
| DE-MUQ | insufficiently | |
| MUQ | MUQ | fully |
| MUQ (ad/adj/noun) | MUQ | many, much, a lot of |
| RAAZA | RAAZA | rather |
| TOA (derived from TO = this) | HIA | here |
| TONE (do) | this day | |
| TORA (do) | this era, this time | |
| TOSA (do) | this time | |
| TOT (do) | this time | |
| TOT (do) | this time | |
| TOXI (do) | this time, this period | |
| XAO UOLT (ad/adj/noun) | XAO, XAOLI | little, a little, bit |
| YAK | YAK | about, approximately |
| AEJELI (derived from AEJE (adj)) | IIBAnLI | generally |
| AIBSOLI | absolutely | |
| AIPOBUL | AASAn | as`as possible |
| AnBLLI (derived from AnBL (noun)) | AOSATOLI | on the average |
| AOPALI (derived from AOPA (adj)) | completely | |
| AUB (adj) | DAAADAALI | large |
| BAIID | indeed | |
| BAIZA | By the way. Well ..... | |
| BAST * | JAST | just, very |
| ByAL | YAn | yet, still |
| EIIGELI (derived from EIIGE (adj)) | together | |
| EOGALI (from EOGA (noun/adj)) | right | |
| EOLELI (from EOLE (noun/adj)) | left | |
| EOMALI (from EOMA (noun/adj)) | down | |
| EOnLI (from EOn (noun/adj)) | forward | |
| EOPLI (from EOP (noun/adj)) | up | |
| EORIALI (from EORIA (noun/adj)) | back, rear | |
| EXOLLI | as a whole | |
| FAALEE | more or less | |
| IDyUTE | Wait a minute | |
| IEENAC, IEENACLI | naturally | |
| IEENES, IEENESLI | necessarily | |
| IEEVKO | of course | |
| IKRE (noun/adj) | in the future | |
| IKTAM (noun/adj) | old time, long time ago | |
| IUFALI (from IUFA (adj)) | quickly | |
| IUHALI (from IUHA (adj)) | early | |
| IUSLLI (from IUSL (adj)) | late | |
| JALBI | AFTA | at most |
| KALE | SAMU | always |
| KAPRO | DAAGAI | probably |
| KAUS | TAITEI | usually |
| SAI, SAILI | SAOI | again |
| SOW | so (ex. I think so.) | |
| TAFn | OOFn | often |
| TALI | rarely | |
| TAOKA | ocasionally | |
| TAPROn | promptly | |
| TARED | IIJIn | already |
| TASAM | INAGDAA | sometimes |
| TASLO | slowly | |
| TASUn | SNAAT | soon |
| TAU, IKn | now | |
| TAWAn | at the same time | |
| UOPAKLI (from UOPAK (adj)) | as a whole | |
| VAnC | AnC | than |
| WAGO | AGOO | ago |
| WALEI | LEITAA | later |
| XAOn * | OnLI | only |
| XATLE | ATLE | at least |
| XATTO | YATTO | barely |
| YALMO | OLMAI | almost |
| ZAHALI / AOOSPELI | HAASLI | specially |
| ZAKU * | ceratinly, surely | |
| ZAO | ZO | |
| ZASPO * | SPO | surprisingly |
12-1-2. Affirmation Adverbs
| Affirmation adverbs | Pronunciation | Meaning |
| YUP | [yu:p] | Yes |
| YUPn | [yu:pN] | Of course yes |
| SEAn | [seaN] | I see. |
12-1-3. Negative Adverbs
| Negative adverbs | Pronunciation | @@ Meaning |
| NAI | [nai] | no, not |
| NAIn | [naiN] | never |
| NAIDLI | [naidli] | hardly, seldom |
| NAIDE | [naide] | neither |
| NOA | [no:a] | nor |
| NAISEL | [naisel] | seldom |
| NAIPA | [naipa] | for partial negation only (See Note below.) |
(Note)
@Partial negation@
All trains do not go to Odaiba Station. (About 3/4 go)
@ M1: OOL train-w Odaiba Station UT NAIPA go.
@ M2: OOL train-w NAIPA go UTL Odaiba Station.
Not all trains go to Odaiba Station. (About 3/4 go)
@ M1: NAI OOL train-w Odaiba Station UT go.
@ M2: NAI OOL train-w go UTL Odaiba Station.
I could not answer all of the questions. (= I could not solve some questions.)
M1: SE OOL question-O NAIPA GIMA answer-T.
M2: SE NAIPA GIMA answer-T OOL question-O.
@Total negation
There are no trains to go to Odaiba Station.
@@M1: NAI Train-w Odaiba Station UT go.
@@M2: NAI train-w go UTL Odaiba Station.
@ M1: OOL train-w Odaiba Station UT NAI go.
@@M2: OOL train-w NAI go UTL Odaiba Station.
I could not answer even one question. (note) even = VRA, can = GIMA
M1: SE VRA one question-O NAI GIMA answer-T.
M2: SE NAI GIMA answer-T VRA one question-O.
M1: SE OOL question-O NAI GIMA answer-T.
M2: SE NAI GIMA answer-T OOL question-O.
12-1-4. Interrogative Adverbs
| Interrogative adverbs | Pronunciation | @@@@@Meaning |
| ESK or ? | [esk] | ? (placed at the top of sentence) |
| HELI | [heli] | when |
| HOLI | [holi] | where |
| HyALI | [hyali] | why |
| HyLI | [hy(u)li] | how |
| HyELI | [hyeli] | how |
| ETOn | [etoN] | tag question |
| ENA | [ena] | irony question |
(Note) ESK (or ?) is always placed at the beginning of a sentence.
'?' can be pronounced [e] instead of [esk] in conversation.
12-1-5. Command Adverbs
| Command particles | Pronunciation | Meaning |
| YO | [yo] | regular command |
| YOI | [yoi] | strong command |
12-1-6. Admiration Adverbs (= Naturalist = exclamation)
| Admiration adverbs | Pronunciation | Meaning |
| AA | [a:] | Ah |
| OO | [o:] | Oh |
| SOO | [so:] | So |
12-1-7. Request Adverbs and Others
PLII ([pli:], request), XAL ([shal], remind), YAL ([yal], encouragement), MAIT ([mait], advice), etc.
These were already seen on Webpage 1.
12-2. Position of Adverb, Adverb Phrase, and Adverb Clause
12-2-1. Adverbs are, as a rule, placed before a modified word ( = modified) for both M1 and M2. However, when an
adverb modifies the whole sentence, it should be placed at the beginning of the sentence and have an ',' immediately
after the adverb. In NOXILO, the word order never changes even for this case.
12-2-2. Adverb phrases are placed immediately before a modified word for M1, and placed after a modified word for
M2. When an adverb phrase modifies a whole sentence, it should be placed on the top of the sentence, and leave ' , '
after the adverb phrase.
12-2-3. Adverb clauses are placed before a modified word for M1, and is placed after a modified word for M2.
However, when an adverb clause modifies the whole sentence, the adverb clause should be placed on the top of the
sentence and ' , ' or 'PA' for M1, and ' , ' or 'ZA' for M2.
*********************
Ch-13 Comparisons
*********************
Before going into the details of the NOXILO comparison, I would like to touch upon the fundamental meaning of
comparisons because they also have philosophical importance.
In our universe, it would be one of the most important tasks that everything from photons, to electrons to humans to
our universe itself (=life) establishes some sort of meaningful difference between others and themselves, in the past
and present, lest these fall into the grave of monotony. Failure to create these true differences means extinction.
Any natural thing (=life) from photon to humans to the universe that wants to survive must continue to compare with
themselves with others in the past and present in order to create meaningful differences, and, by doing so, the lives
assure their existences. The universe itself also must change to a different universe in the future.
Falling into the grave of monotony means universal death, whereas the death in our daily lives is merely a technical
death. This technical death of humans prevents any indivisuals from continuing to live too long. Thanks to this
technical death, we can be reborn and start over many times without falling into the grave of monotony. Our
universe doesn't like the abundance of monotony because it eventually leads to the universal death.
(Note) Small elements such as photons, electrons, and protons don't have to die as often as we do
because they are not object oriented matters but parts (investment materials) that compile
stars, plants, and animals. However, they too are a life and have indivisual personalities.
These small elements don't tell us all of their will (mind), and they never reveal to us their
spacial location and kinetic energy at the same time, but they are indeed life, life itself.
Physicists call these activities of the nature the 2nd law of Thermodynamics, and economists observe the same
activities of goods as Law of Diminishing Marhinal Utility. Both observations come from the same universal will,
which is a want to exist by continuing to create difference.
Thus, the comparisons are not merely a technique of English or NOXILO compositions, but actually the practices
of our universal will (the intention of our universe).
In NOXILO, comparison has 'comparative', 'superlative', and 'equal' ideas, and their expressions fall into the
following six types :
1. Rank order is expressed using adjective (or adverb) and 'AN' ('compared to' in English) for M1 or 'ANL' for M2.
2. Rank order is expressed qualitatively by using adjective (or adverb) and either LEST, LEE, FAA, or FAST.
3. Rank order is expressed quantitatively by showing the size of the differences between objects to be compared.
4. Rank is expressed by using cardinal numbers such as No.1 or No.2.
5. Equality
6. Other (special) type
Let's study one by one from Type 1.
13-1. Rank order is expressed using adjective (or adverb) with 'AN' for M1 or 'ANL' for M2,
but the differences are not shown.
(Note) Modification Agent 'AN' for M1 and 'ANL' for M2 are used for comparison purposes only.
The pattern to compare two things, A and B
M1: A-W B AN adjective RI.
M2: A-W RI adjective ANL B.
<Note> This is a typical sentence pattern to show a comparative idea. An adjective may be replaced
with an adverb, and RI ( = 'be' in English) may also be replaced with general verbs.
In NOXILO, the form of adjectives or adverbs does not change for any reason. They are always unchanging.
Ex. Mr. Svenson is tall compared to her.
M1: MR. Svenson-W DAFE AN tall (RI).
M2: MR. Svenson-W (RI) tall ANL DAFE..
<Note> DAFE means She. This is equal to 'Mr. Svenson is taller than she.'
This shows a superlative idea although no superlative words such as 'more', '--er' are used.
The pattern to compare three or more things:
M1: A-W B, C, and D AN adjective (RI).
M2: A-W (RI) adjective ANL B, C, and D
<Note> This shows a superlative idea although no superlative words such as 'more', '--er' are used.
Ex. Mr. Svenson is tall compared to her and her friend.
M1: MR. Svenson-W DAFE OnD DAFEI Friend AN tall (RI).
M2: MR. Svenson-W (RI) tall ANL DAFE OnD DAFEI friend.
<Note> DAFEI means her.
13-2. Rank order is expressed qualitatively by putting either LEST, LEE, FAA, or FAST
immediately before an adjective (or adverb).
The functions of these four words (adverbs) are shown below:
@ LEST [lest] ('least' in English)
It is put before an adjective (or adverb), and greatly weakens the meaning of the adjective (adverb).
@ LEE [le:] (less)
It is put before an adjective (or adverb), and somewhat weaken the meaning of the adjective (adverb).
@ FAA [fa:] (more)
It is put before an adjective (or adverb), and somewhat strengthens the meaning of the adjective (adverb).
@ FAST [fast] (most)
It is put before an adjective (or adverb), and greatly strengthens the meaning of the adjective (adverb).
Let's see some examples:
Ex. DS. Duvois is much shorter than him.
M1: DS. Duvois-W MAFE AN FAA short (RI).
M2: DS. Duvois-W (RI) FAA short ANL MAFE.
<Note> MAFE means he. MAFE-O AN (ANL MAFE-O for M2) is wrong in NOXILO.
Ex. DS. Duvois is a little shorter than him.
M1: DS. Duvois-W MAFE AN XAO LEE short (RI).
M2: DS. Duvois-W (RI) XAO LEE short ANL DAFE.
<Note> XAO is NOXILO Basic Word (BW), and means 'little' or 'few'. Incidentally, UOLT is
NOXILO Int'l Standard Word (ISW), which means the same as XAO. In the case that the ISW
has been formed for the BW, the use of the BW is not necessary. That is, you can freely
use either XAO or UOLT. This example shows that the differences between the two parties
in question are small or very small because of XAO LEE instead of LEE.
Ex. Mr. Svenson is much taller than her and her friend.
M1: MR. Svenson-W DAFE and DAFEI friend AN FAA tall (RI).
M2: MR. Svenson-W (RI) FAA tall ANL DAFE and DAFEI friend.
Ex. Mr. Svenson is a little taller than her and her friend.
M1: MR. Svenson-W DAFE and DAFEI friend AN XAO FAA tall (RI).
M2: MR. Svenson-W (RI) XAO FAA tall ANL DAFE and DAFEI friend.
Ex. Mr. Svenson is a lot taller than her and her friend.
M1: MR. Svenson-W DAFE and DAFEI friend AN FAST tall (RI).
M2: MR. Svenson-W (RI) FAST tall ANL DAFE and DAFEI friend.
If you do not want to touch upon the degree of the difference, you can simply mention the difference
as shown below.
M1: MR. Svenson-W DAFE and DAFEI friend AN tall (RI).
M2: MR. Svenson-W (RI) tall ANL DAFE and DAFEI friend.
<Note> The above sentences do not refer the degree of 'tall'.
Therefore, the 'tall' could be FAA tall, FAST tall, or simply tall.
13-3. Rank order is expressed quantitatively by showing the size of the difference
between objects being compared.
Ex. The person is 5cm taller than me.
M1: FE SE AN 5cm tall (RI).
M2: FE (RI) 5cm tall ANL SE
<note> FE means 'that person', which doesn't show gender. cf. MAFE (He), DAFE (She).
Ex. The population of the U.S. is double that of Japan.
M1: U.S. UB population-W Japan AN 2 BAI (RI).
M2: Population-W UBL U.S. (RI) 2 BAI ANL Japan
<Note> UB (UBL for M2) means 'of' in English. 'U.S. UB population' can be written 'U.S. population'.
By the same token, 'Population UBL U.S.' can be written 'U.S. population'. BAI means 'times' in English.
Thus, '2 BAI' means '2 times' (= 'double'). '2 BAI' can be written '2BAI'.
Ex. This rocket flies 10 times faster than that of a typical jet.
M1: TO Rocket-W jet AN 10 BAI fast fly.
M2: TO rocket-W 10 BAI fast fly ANL jet.
<Note> TO means 'this', and BAI means 'times'. 10 BAI means '10 times' in English.
Ex. Rainfall for this year was 30% less than that of last year.
M1: This year UB rainfall-W last year AN 30% XAO RI-T.
M2: Rain-fall-W UBL this year RI-T 30% XAO ANL last year.
<Note> XAO means 'little' or 'few'. RI-T can not be omitted because RI is in the past tense.
Ex. The capacity of this box is 3/4 the capacity of that box.
M1: TO box'Z capacity-W BOI box AN 3/4 (RI).
M2: TO box'Z capacity-W (RI) 3/4 ANL BOI box.
<Note> BOI means 'that' in English. 3/4 is read as 'SAM FEn SII'.
13-4. Rank is expressed by using cardinal numbers (i.e. 1, 2, 3).
The cardinal number is placed before an adjective (or adverb) to directly show the rank order.
Ex. The Taiwan Trade Center building is No.1 in height in the world. (= tallest in the world)
M1: Taiwan Trade Center building-W world AT 1DAI high (RI).
M2: Taiwan Trade Center building-W (RI) 1DAI high ATL world
Ex. That lake is the second deepest lake in Japan.
M1: BOI Lake-W Japan AT 2DAI deep (RI).
M2: BOI lake-W (RI) 2DAI deep ATL Japan.
M1: BOI Lake-W Japan AT 2DAILI deep (RI).
M2: BOI lake-W (RI) 2DAILI deep ATL Japan.
<Note> DAI (adjective) and DAILI (adverb) means 'th' in English. 2DAI for 2DAILI is often acceptable.
Ex. My academic score last term was the third from the bottom of the class.
M1: HTES term IN SEI academic score-W bottom IM 3DAI RI-T.
M2: SEI academic record-W INL HTES term RI-T 3DAI IML bottom.
<Note> SEI is the possesive form of SE, which means 'my' in English. HTES means 'last', which is taken from Greek
IN (INL for M2) is the Modification Agent, which means 'in' in English. IM (IML for M2) is also MA and means 'from'.
13-5. Equality
'IL' ('ILL' for M2) and 'IIL' ('IILL' for M2) are used to make this type of sentence. IL is the Modification Agent which
is equivalent to 'as' or 'like' in English. IIL is a Clause Leader, and is equal to 'as' (conjunction) in English. IL is
pronounced [il], and ILL pronounced [i_l].
'AB' ('ABL' for M2) means 'about', and is often used in the case where any particular viewpoint to compare is added.
AB is pronounced [ab], and ABL pronounced [abl].
SEIM, SEIMLI, TOOn, and TOOnLI are often used to modify adjectives (adverbs). SEIM means 'same', and
SEIMLI is the adverb form of 'same'. They are pronounced [seim] and [seimli] respectively.
TOOn (pronounced [to:N) means 'equal', and TOOnLI (pronounced [to:Nli]) is the verb form of TOOn.
The following examples provide four typical sentence patterns for equality:
The sentence pattern where SEIM (or SEIMLI) is used.
M1:@A-W B AN SEIM - - RI.
M2: A-W RI SEIM - - ANL B.
The sentence pattern where IL (ILL for M2) is used.
M1:@A-W B IL - - RI.
M2: A-W RI - - ILL B.
The sentence pattern with a viewpoint (about X) to compare.
M1:@A-W X AB C AN - - RI.
M2: A-W RI - - ABL X ANL C.
The sentence pattern with a particular viewpoint and only that viewpoint (X).
M1:@A-W OnLI X AB C AN - - RI.
M2: A-W RI - - ABL OnLI X ANL C.
<Note> This is similar to the idea of 'iff' (if and only if).
Let's see some examples:
Ex. That problem is the same as this problem.
M1: BOI problem-W TO problem AN SEIM (RI).
M2: BOI problem-W (RI) SEIM ANL TO problem.
Ex. The young sister is equally as beautiful as her old sister.
M1: Young sister-W old sister AN SEIMLI beautiful (RI).
M2: Young sister-W (RI) SEIMLI beautiful ANL old sister.
Use of Modification Agent IL (ILL for M2) shortens the sentence as follows.
M1: Young sister-W old sister IL beautiful (RI).
M2: Young sister-W (RI) beautiful ILL old sister.
Ex. I am as tall as you.
M1: SE ME AN SEIMLI tall (RI).
M2: SE (RI) SEIMLI tall ANL ME
M1: SE ME IL tall (RI).
M2: SE (RI) tall ILL ME
Ex. This job is not as dangerous as that job.
M1: TO work-W BOI work AN SEIMLI dangerous NAI RI.
M2: TO work-W NAI RI SEIMLI dangerous ANL BOI work.
M1: TO work-W BOI work IL dangerous NAI RI.
M2: TO work-W NAI RI dangerous ILL BOI work.
Ex. Is there a man who loves animals and plants as much as he loves people?
M1: ? People-O APLOS IIL Animals OnD plants-L APLOS Ky man-W RIZ.
M2: ? Man-W Ky APLOS animals OnD plants-L IILL APLOS person-L (ZA) RIZ.
M1: ? People-O APLOS IIL Animals OnD plants-L APLOS-K man-W RIZ.
M2: ? Man-W APLOS-K animals OnD plants-L IILL APLOS person-L (ZA) RIZ.
(Note) '?' is pronounced [esk]. You may write 'ESK' instead of '?'. In any modifying phrase (= adjective phrase
and adverb phrase) and modifying clause (= adjective clause and adverb clause), '-L' (pronounced [ol]) is used to
show 'object,' whereas '-O' (pronounced [o]) is used only in noun clauses. 'Ky' [kyu] is the Clause Leader
which leads an adjective clause. The Ky can be replaced with '-K' (pronounced [ku]), which is a verb-adjective.
RIZ means 'to exist' in English. ZA is a punctuation participle for M2, which is often put after modification clauses.
PA is put before the modification clause in M1. These are used to show the end or beginning of a modification
phrase/clause in any complex or long sentence, although the use of these two words (PA and ZA) is not mandatory.
Ex. As far as mathematics is concerned, your academic score is the same as her.
M1: OnLI mathematics'Z score AB MEI academic score-W DAFEI AN SEIM RI.
M2: ABL OnLI mathematics'Z score MEI academic score-W RI SEIM ANL DAFE.I.
M1: OnLI mathematics score AB ME DAFE AN SEIM RI.
M2: ABL OnLI mathematics score ME RI SEIM ANL DAFE..
13-6. Other expressions of comparison
Sentences with a pair of comparisons ( the more - - , the more ....... )
M1: FAA - -, FAAK .......
M2: - do -
(Note) Any combination of FAA and LEE is also possible as long as the sentence makes sense.
Ex. The more they do gymnastics, the healthier they become.
M1: FEN gymnastics-O FAA DU, FEN FAAK healthy EQKAZ.
M2: FEN FAA DU gymnastics-O, FEN EQKAZ FAAK healthy.
<Note> EQKAZ means 'to become' in English.
Ex. The more I exercise, the worse I feel.
M1: SE FAA exercise, SE FAAK bad feel.
M2: SE FAA exercise, SE FAAK bad feel.
Ex. Contemporary economics assumes that the more people get, the happier they become.
M1: Contemporary economics-W (PA) REn-W FAA MUQ-O get, FEN FAAK happy EQKAZ My assume.
M2: Contemporary ecpnomics-W assume My REn-W get FAA MUQ-O (ZA) FEN EQKAZ FAAK happy.
<Note> PA is the Punctuation Particle for M1, which is often put before a modification phrase or sentence,
which is REn-W FAA MUQ-O get for M1. The counterpart for PA for M2 is ZA. The ZA is put after the
modification phrase or sentence, which is En-W get FAA MUQ-O. The use of PA (or ZA) is arbitrary.
REn means 'people' in English. FEN is for REn-W. The Clause Leader 'My' (pronounced [myu]) means 'that'
(Conjunction in English). Since the 'My' leads an object sentence, the My can be written My-O as below.
M1: Contemporary economics-W (PA) REn-W FAA MUQ-O get, FEN FAAK happy EQKAZ My-O assume.
M2: Contemporary economics-W assume My-O REn-W get FAA MUQ-O, (ZA) FEN EQKAZ FAAK happy.
<Note> The object sentence which is led by My-O is underlined for your better understanding.
The verb 'assume' takes the object sentence.
Also, the above example can be shortened as below.
M1: Contemporary economics-W (PA) FAA MUQ-W FAAK happy RI My assume.
M2: Contemporary ecpnomics-W assume My FAA MUQ-W RI FAAK happy.
<Note> ZA for M2 is not needed at all. We'd better leave RI as is because we use the Clause Leader 'My'.
Ex. The more you play, the less chance you will have to pass the test.
M1: ME FAA play, ME test-L pass-K LEE chance-O have-R.
M2: ME FAA play, ME have-R LEE chance-O pass-K test-L.
Sentences with AN and RAAZA (Note) -- is more preferred or emphasized than ...... .
M1: ....... AN RAAZA --
M2: RAAZA -- ANL .......
(Note) AN (ANL for M2) is a modification agent, and RAAZA is a particle (also adverb) for sentence structure.
Ex. The person is rather politician than religionist.
M1: BOI REn-W religionist AN RAAZA politician (RI).
M2: BOI REn-W (RI) RAAZA politician ANL religionist.
If ' - - ' is a clause instead of a word, 'AN', the modification agent for M1, should be 'AAN', the clause leader for M1.
Following the same idea, 'ANL', the modification agent for M2, should be 'AANL', the clause leader for M2, as below
M1: a clause AAN RAAZA -- .
M2: RAAZA -- AANL a clause
Sentences with ANC and RAAZA (Note) -- is preferred or emphasized rather than ..... .
M1: AnC ...... RAAZA --
M2: AnC ...... RAAZA --
(Note) AnC is a particle and an adverb for sentence structure.
Ex. The man is a politician rather than a religionist.
M1: BOI REn-W AnC religionist RAAZA politician (RI).
M2: BOI REn-W (RI) AnC religionist RAAZA politician.
Ex. Older brother prefers to jog rather than to swim.
M1: Older brother-W AnC swim RAAZA jog < prefer.
M2: Older brother-W AnC swim prefer > RAAZA jog.
M1: Older brother-W AnC swimming RAAZA jogging-O prefer.
M2: Older brother-W AnC swimming prefer RAAZA jogging-O.
M1: Older brother-W AnC swimming RAAZA jogging-O like.
M2: Older brother-W AnC swimming like RAAZA jogging-O.
<Note> ' < ' for M1 and ' > ' for M2 are Connection Participles which connect specific (small) verbs
@@@@@@and general (large) verbs. Both ' < ' and ' > ' are pronounced [N].
Ex. Brother became rather confused than failed.
M1: Brother AnC failed-T RAAZA become-T confused.
M2: Brother AnC failed-T RAAZA become-T confused.
M1: Brother AnC failed-T RAAZA confuse-T.
M2: Brother AnC failed-T RAAZA confuse-T.
Ex. I would rather stay in a house.
M1: SE RAAZA house IN stay.
M2: SE stay RAAZA INL house.
*****************
Ch-14 Particles
*****************
There are many kinds of Particles in NOXILO as shown below.
1. Element Particles ( -W, -O, -L, -E, -Q )
2. Tense Particles ( -T, -R )
3. Continuity Particles ( -In )
4. Voice Particles ( -ZE )
5. Connection Particles ( <, > )
6. Transform Particles ( TI, En, NA, BL, ILU, OOV, VOO, LI, S, P, Z, B )
7. Concession Particles ( JRA, HRA, CRA )
8. Other Particles@( SLE, MO, -ui, -mn, An, PA, ZA, VI, VII, HyA, BBU )
9. Prefix ( AAP, ATO, DE, ..... )
10. Suffix ( AA, II, FAn, ..... )
14-1. Element Particles ( -W, -O, -L, -E, -Q )
Element Particles are the markers to show a subject, object, or a complement of sentence.
| @in noun clauses | in adjective clauses and adverb clauses | position of particles |
| -W [wa] | @@@@@@@@@-W [wa] | end of a subject |
| -O [o] | @@@@@@@@@-L [ol] | end of an object |
| -E [e] | @-Q [ech] | end of a complement |
(Note 1) Use of the element particles '-W', '-O' and '-L' is mandatory, whearas the 'E' and 'Q'
are used only in long and complicated sentences. 'L' and 'Q' are better than 'OL' and 'EQ'
because the former particles are shorter by a letter.
(Note 2) Noun clauses become subject clauses, object clauses, or complementary clauses, but
adjective clauses and adverb clauses only modify other words and/or sentences.
@ -W
'-WA' or '-W' (both pronounced [wa]) is a subject marker. In NOXILO, all subjects, except for personal pronouns
such as 'SE' or 'ME' and interrogative pronouns such as 'HA' or 'HI', should have this element particle at the end of
the word.
Ex. This is a book.
M1: TO-W BEEK-E (RI).
M2: TO-W (RI) BEEK-E.
<Note> TO means 'this'. BEEK means 'book'. '-E' can be omitted as shown below
because the above sentence is extremely short and simple.
M1: TO-W BEEK (RI).
M2: TO-W (RI) BEEK.
<Note> As explained earlier, the verb 'RI' [ri] ( 'be' in English) in a SCV-type sentence in mode I
and a SVC-type sentence in Mode II can be omitted to make the sentence even simpler.
Thus, the above sentences can be written as follows:
M1: TO-W BEEK.
M2: TO-W BEEK.
Ex. The mother, an the older brother, and the youngest sister will be travelling abroad next month.
M1 : Mother, FAA old brother, OnD FAST young sister-W next month abroad travel-RIn.
M2 : Mother, FAA old brother, OnD FAST young sister-W next month abroad travel-RIn.
<Note> The lement particle '-W' is not attached after 'Mother' and 'FAA old brother' to avoid wordiness.
'RIn' is read [reiN], and means 'will do'. The 'next month' and 'abroad' are adverbs, and
therfore are placed before the verb 'travel-RIn'.
@@-O, -L
'-O' (pronounced [o] ) is put at the end of all objects in noun clauses, and '-OL' or '-L' (both pronounced [ol(u)] )
in modification clauses which consist of adjective clauses and adverb clauses.
Ex. The father gave his daughter a book.
M1 : Father-W daughter-O 1 BUF-O give-T.
M2 : Father-W give-T daughter-O 1 BUF-O.
For this particular type (SVOO) of sentence, NOXILO users can combine the starting point and the arriving point
into a set as shown below.
M1 : Father-W daughter UT 1 BUF-O give-T.
M2 : Father-W UTL daughter give-T 1 BUF-O.
<Note> The father is the 'starting (departing) point' of the book and the daughter is the 'arriving point'.
These two points are compiled and placed at the beginning of the sentence.
UT (UTL for M2) is a Modification Agent, which means 'to' in English.
Ex. I informed the police that he stole the money.
M1 : SE police-O MAFE money-O stole-T My inform-T.
M2 : SE inform-T police-O My MAFE stolel-T money-O.
<Note> M1 sentence can be 'SE police-O PA MAFE money-O stole-T My inform-T'.
Ex. The mother gave the pen to the child to whom I gave the book.
M1 : Mother-W SE BUF-L give-T Ky child UT pen-O give-T.
M2 : Mother-W give-T pen-O UTL child-O Ky SE give-T BUF-L.
<Note> We add '-L' instead of '-O' to the object in this modification clauses (remember, modification clauses
are adjective clauses and adverb clauses).
Ex. The mother will call up her daughter and a son.
M1 : Mother-W DAFEI daughter OnD Son-O call-up-R.
M2 : Mother-W call-up-R DAFEI daughter OnD son-O.
Ex. The mother regretted that she had called her daughter and son.
M1 : Mother-W DAFE daughter OnD Son-O call-T My regret-T.
M2 : Mother-W regret-T My DAFE call-T daughter OnD son-O.
M1 : Mother-W daughter OnD Son-O call-TM-O regret-T.
M2 : Mother-W regret-T call-TM-O daughter OnD son-O.
<Note> The 'call-TM' is a past gerund, and it is the object of the verb 'regret'.
'-T' of 'call-T' is necessary because the 'call' was carried out before the mother regretted.
If both actions were carried out at the same time, 'call-T' must be 'call', while 'regret' remains 'regret-T'.
@ -E, -Q
'E' (pronounced [e] ) is put after the complement in noun clauses, and '-EQ' or 'Q' (both pronounced [ech(u)] )
in modification clauses. Both '-E' and '-Q' are often omitted, especially in short and simple sentences.
14-2. Tense Particles ( -T, -R )
@ verb-T or verb-R
'-TA' or '-T' (both pronounced [ta] ) is put at the end of verbs and show the past tense.
'RE' or 'R' (both pronounced [re] ) is put at the end of verbs to show the future tense.
T and R are better than TA and RE, respectively, because the former Tense Particles are shorter.
There are no Tense Particles to show the present tense.
| Location of Tense Particles | Past | Present | Future |
| end of verbs | -T [ ta] | -R [ re] |
Ex. UYUS (NOXILO Int'l Standard Word for 'to take')
| Verb basic form | Past | Present | Future |
|---|---|---|---|
| UYUS (=take) [uy:s] |
UYUS-T [uyu:s ta] |
UYUS [uyu:s] |
UYUS-R [uyu:s re] |
Ex. English verb 'to take'
| Verb basic form | Past | Present |
Future |
| take | took | take | will, shall take |
| take [teik(u)] @ |
take-T [teik(u) ta] |
take [teik(u)] |
take-R [teik(u) re] |
Let's look at some more examples in the following table.
| Verbs basic form | Past form | Present form | Future form |
| RI [ri] be | RI-T [rita] | RI [ri] | RI-R [rire] |
| RIZ [riz] exist | RIZ-T [rizta] | RIZ [riz] | RIZ-R [rizre] |
| DU [du:] do | DU-T [du:ta] | DU [du:] | DU-R [du:re] |
| GyU [gyu:] laugh | GyU-T [gyu:ta] | GyU [gyu:] | GyUR [gyu:re] |
| KU [ku:] eat & drink | KU-T [ku:ta] | KU [ku:] | KU-R [ku:re] |
| TUV [tu:v] have | TUV-T [tu:vta] | TUV [tu:v] | TUV-R [tuvre] |
(Note) The Present Perfect form in English is expressed by Auxiliary verb such as GIKO (have done) or
GILA (have ever done) in NOXILO, which we learned in webpage 2.
14-3. Continuity Particles (-In)
@@verb-In
Continuity Particles, '-In' are very simple: they are placed after verbs.
Ex. I am making these.
M1: SE TON-O EKAM-In.
M2: SE EKAM-In TON-O.
<Note> EKAM means 'to make'. EKAM-In is pronounced [ekamiN] or [ekam iN.
Ex. Your baby is sleeping.
M1: MEI BOBII-W EHyUZ-In.
M2: MEI BOBII-W EHyUZ-In.
<Note> BOBII means 'baby', and EHyUZ 'to sleep'.
Ex. I was laughing, and you too will be laughing.
M1: SE GyU-TIn OnD ALS ME GyU-RIn.
M2: SE GyU-TIn OnD ALS ME GyU-RIn.
M1: SE GyU-TIn OnD ME MO GyU-RIn.
M2: SE GyU-TIn OnD ME MO GyU-RIn.
<Note> GyU is bodily verb, and means 'to laugh'. 'GyU-TIn' is pronounced [gyu:taiN], and 'GyU-RIn' [gyu:reiN].
ALS (prepositioned) = MO (post positioned) = also, too.
14-4. Voice Particles (-ZE)
@ verb-ZE
Passive voice is formed by attaching '-ZE' after verbs. When tense particles and continuity particles work together
with voice particles, they should be expressed in the order of the tense particles, continuity particles, and voice particles
as -TInZE (pronunced [taiNze]) or -RInZE ([reiNze]). Let's look at the table from Webpage 3 again.
| Past | Present | Future | |
| Passive voice | DU-TZE | DU-ZE | DU-RZE |
| Progressive | DU-TIn | DU-In | DU-RIn |
| Progressive and passive voice | DU-TInZE | DU-InZE | DU-RInZE |
(Note) Passive verb GH does not need the voice perticle -ZE.
14-5. Connection Particles (coupling particles) < (for M1), > (for M2)
@ < (for M), > (for M2)
Connection particles are used to couple infinite (large) verbs with specific (small) verbs. The connection particles are
pronounced [N], whereas the symbols such as ' , ' or ' . ' are not. Therefore, they are treated as particles rather than
symbols.
M1: specific verb < infinite verb
M2: infinite verb > specific verb
Ex. want to see
English English & NOXILO NOXILO
M1: see < want see < IYUS MU < IYUS
M2: want > see IYUS > see IYUS > MU
Ex. would like to see
M1: see < would-like-to see < IYAA MU < IYAA
M2: would-like-to > see IYAA > see IYAA > MU
Ex. want to go (and) see
M1: go see < want go see < IYUS ITU, MU < IYUS
M2: want > go see IYUS > go see IYUS > ITU, MU
For the following 3 examples, the connection particles are not used because there is no combination of an
infinite verb and a specific verb.
Ex. I will go there and research the situation.
M1: SE BOIE ITU-R OnD situation-O research.
M2: SE BOIE ITU-R OnD research situation-O.
<Note> BOIE means 'there' and ITU means 'to go'. OnD (=and) can be omitted as shown below.
M1: SE BOIE ITU-R, situation-O research.
M2: SE BOIE ITU-R, research situation-O.
Ex. I turned on the TV and was surprised with the big news.
M1: SE TUOn-T OnD AUB news UE IHSAZ-T.
M2: SE TUOn-T OnD IHSAZ-T UEL AUB news.
<Note> TUOn means 'to turn on'. AUB means 'big'. UE (UEL for M2) is the Modification Agent which shows
the cause (=big news) of feelings such as surprise, laugh, joy, anger, sadness, and worry.
IHSAZ means 'to be surprised'. 'IHSAZ UEL --' means 'to be surprize with -- '.
Ex. The man heard the news and became angry.
M1: FE news-O PyU-T OnD EOOnS-T.
M2: FE PyU-T news-O OnD EOOnS-T.
Or more simply
M1: FE news-O PyU, EOOnS-T.
M2: FE PyU news-O, EOOnS-T.
<Note> PyU-T is acceptable since the tense of PyU is the same as that of EOOnS.
14-6. Transform Particles TI, En, NA, BL, LI, S, .......
NOXILO users can change a part of speech by adding specific characters such as 'TI', 'NA', 'LI', and 'S' at the end
of the original word. These characters are called Conversion Particles, and the newly made words are called
derivatives or derived words.
@ TI, En changes the original word to a noun
Ex. AOBI (adj. beautiful) ---> AOBITI (noun. beauty)
EAADR (adj. derivative) ---> EAADRTI (noun. derivation)
@ ---> EAADREn (noun. derived word/derivative)
MUFA (vt. to find) ---> MUFATI (noun. finding)
@ ---> MUFAEn (noun. what was found)
@ NA, BL@@ changes the original word to an adjective.
ILU @@@@ @ changes the original verb to an adjective and/or an adverb.
@@OOV, VOO @ changes the original word to an adjective and/or an adverb.
BL refers ability or possibility, and ILU is used to make an illustrative adjective (and iustrative adveb) from a
well-known verb. OOV (added to consonant ending words) and VOO (added to vowel ending words) is used to
make a more generalized or illustrative adjective. OOV and VOO are not often used.
Ex. IYPE (noun. hope) @@@---> IYPENA (adj. hopeful)
AFKOR (noun. cooperation) ---> AFKORNA (adj. cooperative)
EIIPOLS (Verb. to depend) ---> EIIPOLBL (adj. dependable)
AnMOA (noun. combustion) ---> AnMOABL (combustible/flamable)
@@CUL (verb. to sing or to chirp)@---> CULILU (like singing or like charping) (as if singing or as if charping)
EHyUZ (verb. to sleep) @------->@EHyUZILU (like sleeping. Ex. He is dieing as if he is sleeping peacefully.)
@ LI changes the original word to an adverb
Ex. AOBI (adj. beautiful) ---> AOBILI (ad. beautifully)
@ S, P changes the original word to a transitive verb
Ex. AOBI (adj. beautiful) ---> AOBIS (vt. make someone/something beautiful)
@ Z, B changes the original word into an intransitive verb
Ex. AOBI (adj. beautiful) ---> AOBIZ (vi. become beautiful)
14-7. Concession Particles HRA, CRA, NRA, VRA
These particles are used to make various concessive expressions. With these particles,
you can even delete Clause Leaders EEN (EENL), which will be introduced in the next web page.
(Note) Concession particles have been modified in Version 3.1 (8 October 2020).
HRA ....... general concession: whatever, whichever, whenever, etc.
CRA ....... up to, depend on
NRA ....... even if
VRA ....... even
@ HRA [h(u)ra] @----@general concession: whatever, whichever, whenever, etc.
HRA is used to make general concessive sentence. Typical combinations are 'HRA + Interragatives' as below.
HRA HA ............ whatever
HRA HI ........... whichever
HRA HU ........... whoever
HRA HUM ......... whomever
HRA XU ............ whatever <Note> XU is equivalent to the relative pronoun 'what' in English.
The following combinations are possible, too:
HRA ME ............. no matter who, what, or how you are (name, occupation, character, etc)
HRA ME HA ........ no matter what you are (occupation)
HRA ME HU ....... no matter who you are (name)
HRA IYUS .............. no matter how you want (politely request or rudely request or ordinalily request, etc)
HRA EILO ................ no matter how yellow (lemon, mustard, dark yellow, or light yellow, etc)
HRA AUHE EILO ........ no matter how dark yellow
HRA EKLEZ ................... no matter how someone (or it) works
HRA MUQ EKLEZ ........... no matter how much work
HRA AOOH EKLEZ ......... no matter how hard someone (or it) works
HRA RyUR ........................ no matter how run (slow, or fast, or by bare foot, or with children, etc ..... )
HRA IUFALI RyUR .......... no matter how quickly run
Ex. I will not be surprised whatever may happen.
M1: HRA HA IBAAn, SE NAI IHSAZ.
M2: SE NAI IHSAZ, HRA HA IBAAn.
<Note> IHSAZ means 'to be surprised'. IBAAn means 'to happen'.
If you need to emphasize the phrase 'HRA HA IBAAn', put 'VII' before the phrase, as below.
M1: VII HRA HA happen, SE NAI IHSAZ.
M2: SE NAI IHSAZ, VII HRA HA happen.
<Note> VI and VII are enhancement particles. We'll study them them more at 14-10.
Ex. Whatever you say is right.
M1: ME say Ky HRA HA-W right (RI).
M2: HRA HA-W Ky ME say (ZA) (RI) right.
<Note> Ky is a relative pronoun (= that) in English.
@@@@@@@@ZA is a punctuation particle which shows the end of adjective/adverb clause for M2.
M1: ME say HRA XU-W right (RI).
M2: HRA XU-W ME say (ZA) (RI) right.
<Note> XU means 'what' (relative pronoun) in English, and the '-W' after XU means that XU is the subject.
Ex. The teacher takes whichever is better of the two tests.
M1: Teacher-W NI test AM better HRA TE-O take.
M2: Teacher-W take better HRA TE-O AML NI test.
<Note> NI means 'two', and AM (AML for M2) means 'among' or 'of'. You can use IM (=from) instead of AM.
<Note> The following is wrong because 'better' is not concessive (TE-O is concessive).
M1: Teacher-W NI test AM HRA better TE-O take.
M2: Teacher-W take HRA better TE-O AML NI test.
@ CRA [ts(u)ra] @---- up to
CRA means 'up to' in English.
Ex. It's up to you.
M1: TE CRA ME (RI).
M2: TE (RI) CRA ME.
@ NRA ----@ even if
NRA SOW @@@@@@@@@@ even if so
NRA NAI SO@@@@@@@@@ even if not so
NRA IULA OA IUE @@@@@ sooner or later
NRA AUMA OA UOLT @@more or less
NRA BOLT OA BOQIL @@ adult or child
NRA IRMA or IRDA @@@@@man or woman
NRA EILO or NAI@@@@@ @yellow or not
NRA ME @@@@@@@@@@@ even if you
NRA ME OA NAI ME@@@@ even if you or not you
NRA natural number @@@ @even if natural number
NRA ITU@@@@@@@@@@@ even if go
Ex. The number must be over 1000 even if it is a prime number.
M1: NRA prime AnBAA, TE 1000 ISBI RI.
M2: TE RI 1000 ISBI, NRA prime AnBAA.
@@<Note> AnBAA = number, TE = it, ISBI = equal and over
@@ <Note> If you want to emphasize 'NRA prime AnBAA', You should use 'VI' as below.
@@@@@@@@M1: VI NRA prime AnBAA, TE 1000 ISBI RI.
@@@@@@@@M2: TE RI 1000 ISBI, VI NRA prime AnBAA.
Ex. Even if she goes there, I don't go.
M1: DAFE NRA ITU, SE NAI ITU.
M2: SE NAI ITU, DAFE NRA ITU.
@@<Note> DAFE = she, ITU = go
@@<Note> You can use Clause Leader 'EENL' as follows. (Note) We study Clause Leaders in the next web page.
@@@@@@@M1: DAFE ITU EEN, SE NAI ITU.
@@@@@@@M2: SE NAI ITU, EENL DAFE ITU.
@ VRA ----@ even
Ex. Even I can take a picture (with this camera).
M1: VRA SE picture-O GIMA take.
M2: VRA SE GIMA take picture-O
@@<Note> GIMA = can
Ex. They can't even come close.
M1: FEN NAI GIMA VRA close come.
M2: FEN NAI GIMA VRA come close.
14-8. Other Particles SLE, MO, -ui, -mn, An, PA, ZA, VI, VII, HyA, JIA, LA, BBU
@ Addition Particles SLE [sle], MO [mo]
Both SLE and MO mean 'also' or 'too'. SLE is prepositioned, whereas MO is postpositioned.
Ex. Also my friend sings. (Other people sing, and also my friend --.)
M1: SLE SEI friend-W sing.
M2: SLE SEI friend-W sing.
M1: SEI friend-W MO sing.
M2: SEI friend-W MO sing.
Ex. She also bought a piano. (She takes a piano class, and also bought --.)
M1: DAFE piano-O SLE buy-T.
M2: DAFE SLE buy-T piano-O.
M1: DAFE piano-O buy MO.
M2: DAFE buy MO piano-O.
Ex. You bought also a solar-watch. (You bought a book, a pen, ...... also solar-watch.)
M1: ME SLE solar-watch buy-T.
M2: ME buy-T SLE solar-watch.
M1: ME solar-watch MO buy-T.
M2: ME buy-T solar-watch MO.
@ Enthymeme Partcles -ui [ui], -mn [mN]
Both '-ui' and '-mn' mean 'etc' and are placed at the end of all kinds of parts of speech. You can choose
either one, whichever you phonetically prefer.
Ex.
ILyUM-ui-W ....... mother, etc.-W (mother and other people-W)
ILyUM-ui -O ....... mother, etc.-O (mother and other people-O)
BEEK-mn-W ........ book, etc.-W (book, etc.-W)
BEEK-mn-O ....... book, etc.-O (book, etc.-O)
APLO-ui [aplo ui] ............ love and do other related things
APLO-uiT [aplo uita]
APLO-uiR [aplo uire]
APLO-uiZE [aplo uize]
APLO-uiTInZE [aplo uitaiNze]
APLO-uiRInZE [aplo uireiNze]
APLO-mn [aplo mN] ........... love and do other related things
APLO-mnT [aplo mNta]
APLO-mnR [aplo mNre]
APLO-mnZE [aplo mNze]
APLO-mnTInZE [aplo mNTAiNze]
APLO-mnRInZE [aplo mNreiNze]
NURI-ui [nu:ri ui] ......... write and do other relevant things
NURI-uiT [nu:ri uita]
NURI-uiR [nu:ri uire]
NURI-uiTInZE [nuri uitaiNze]
NURI-uiRInZE [nuri uireiNze]
NURI-mn [nu:ri mN] ........ write and do other relevant things
NURI-mnT [nu:ri mNta]
NURI-mnR [nu:ri mNre]
NURI-mnTInZE [nu:ri mNtaiNze]
NURI-mnRInZE [nu:ri mNreiNze]
@ Flag Particle An [aN]
An is placed before a postcedent (M1) or an antecedent (M2) as a marker. However, if the sentence is simple
enough, the use of 'An' is not necessary.
EX. There is still the old, funny looking station with the red roof and many doves where I once met my ex-husband.
M1: SE once ex-husband-O meet-T Ky old, funny looking, and red roof OnD MUQ dove IZ An station-W still RIZ.
M2: Old, funny looking An station-W IZL red roof OnD MUQ dove Ky SE once meet-T ex-husband-O ZA still RIZ.
<Note> 'An' is a marker for 'station', which is antecedent for M1 and postcedent for M2.
Ky is Clause Leader that leads modification clause (adjective clause), and means 'that', 'which', or 'who'.
RIZ means 'to exist'. In NOXILO, there is not 'there is --' structure. ZA is the Punctuation Particle
for M2. ZA is helpful but PA (punctuation particle for M1) is not necessary here.
<Note> We learn more about the postcedent and the precedent in the homepage 5.
@ Punctuation Particles PA (for M1), ZA (for M2)
PA is placed to show the beginning of the modification phrase or the modification clause in any complex sentence,
whereas ZA is used to show the end of the modification phrase or modification clause in any complex sentence.
Ex. She went to the railway station where she had met her ex-husband.
M1: DAFE PA DAFE ex-husband-L meet-T Ky railway station UT ITU-T.
M2: DAFE ITU-T UTL railway station Ky DAFE meet-T ex-husband-L .
<Note> PA shows the beginning of the modifying clause 'DAFE ex-husband-L meet-T Ky'.
The use of PA is optional (freehand), but is useful for beginners.
The M2 sentence doesn't need PA.
Ex. The lawyer whose sister works at the library bought a new car.
M1: FEI sister-W library AT work Ky lawyer-W new car-O buy-T.
M2: Lawyer-W Ky FEI sister-W work ATL library ZA buy-T new car-O.
<Note> ZA shows the end of the modifying clause 'Ky FEI sister-W work ATL library'.
FEI means one's (his/her). ZA is optional, but is useful for begginers.
There is no room (reason) to place ZA in the M1 sentence.
@ Enhancement Partcles VI [vi], VII [vi:]
When you need to emphasize any particular word in a sentence, you put VI immediately before the word.
VII is used for phrases and sentences. You can surround the phrase or sentence with two VIIs as below.
Ex.
VI UTL New York ............ UTL (UTL means 'to' in English) is emphasized.
UTL VI New York ............ 'New York' is emphasized but UTL is not.
VII UTL New York VII ......... 'UTL New York' is emphasized.
<Note> 'to New York' or to New York or to New York are all acceptable to NOXILO.
@ Interrogative Particle HyA [hya]
HyA is used to ask for specific resons.
Ex. Why did you visit India ? (Asking why particularly 'you' rather than another person)
M1: ? Hya ME India-O visit-T.
M2: ? Hya ME visit-T India-O.
If you need to specifically ask about the reasons for visiting or for India, Hya should be put before 'visit' or 'India'
respectively.
M1: ? ME India-O Hya visit-T.
M2: ? ME Hya visit-T India-O.
M1: ? ME Hya India-O visit-T.
M2: ? ME visit-T HyA India-O.
When a specification is not necessary, 'HyAA' or 'HyA,' should be placed at the beggining of a sentence,
as below.
M1: ? HyAA ME India-O visit-T.
M2: ? HyAA Me visit-T India-O.
M1: ? HyA, ME India-O visit-T.
M2: ? HyA, Me visit-T India-O.
@ Respect Particle @JIA [jia] @ LA [la]
JIA is placed before name and personal pronouns, and LA before verbs to show respect.
JIA is taken from JII in Hindi.
Ex.@Sir, You invented the smallpox vaccine.
M1F@JIA ME smallpox vaccine-O LA invent-TB
M2F@JIA ME LA invent-T smallpox vaccine-O.
Ex. King gave that researcher Nobel Prize medal.
M1F@JIA ERnT-W BOI AVRIAn-O Nobel EZEL-O LA APIS-T
M2F@JIA ERnT-W LA APIS-T BOI AVRIAn-O Nobel EZEL-O.
@ <Note> JIA may be deleted for the King, Queen, etc. because these words already carry highest respect.
@@@@@ ERnT = king,@ AVRIAn = researcher,@ EZEL = medal,@ APIS = give
@ Neglect Particle @ BBU [bbu:]
BBU is placed after verbs when continuation of the action is considered improper, unpleasant, or unusual.
In case the last letter of a verb is 'B', DDU [ddu:] should be used instead of BBU.
When verbs carry other particles like -T, -R, -In, or -ZE, the BBU should be placed after these particles.
Ex. The person kept the faucet open and left home.
M1: FE faucet open keep-T BBU OnD home-O leave-T.
M2: FE keep-T BBU faucet open OnD leave-T home-O.
14-9. Prefix
| Prefix | Pronunciation | Meaning | @@@@ Example |
| AAP | [a:p] | meta -, super - | AAP-physics (meta-physics), AAP-conductivity (super-conductivity) |
| BA | [ba] | fail to -(do), failure to-(do) | BA-catch (fail to catch), BA-wake up (fail to wake up = oversleep) |
| DE | [de] | de -, anti - | DE-ABEKT (opposite effect), DE-ELBIL (distrust), DE-EIHyUS (decolorize), DE-UMRO (backspin) |
| EL | [el] | self - | EL-AnRU (kill oneself/suicide), EL-AnRUTI (self-killing) |
| EQU | [echu:] | existing - | EQU-REn (manned/by man) |
| GO | [go] | every | GO-2NE (every 2 days), GO-2WIIK (every 2 weeks) |
| HAn | [haN] | anti -, against - | HAn-IJUL (against law/illegal), HAn-ITn (reaction), Han-SUSTI (anti-smoking), HAn-NAAS MyOSL (anti-air missile) |
| HI | [hi] | action recipient | HI- |
| HIn | [hiN] | de -, not - | HIn- |
| HL | [hl] | anti - | HL- |
| IBn | [ibuN] | no -, nothing - | IBn- |
| KA | [ka] | possible -, maybe - | KA-@possible |
| KRn | [kurN] | semi -, partial - | KRn-@semi/half |
| LEIT | [leit] | late - | LEIT-Kennedy (late Kennedy) |
| LIM | [lim] | most -, extreme - | LIM-@('L-adjective' is acceptable) |
| MI | [mi] | not yet -, still | MI- |
| MTO | [muto] | former -, ex - | MTO-President (former President) |
| NAn | [naN] | very hard - | NAn- |
| OLE | [ole] | less - | OLE- (=LEE) |
| OOL | [o:l(u)] | all - | OOL-American (all American) |
| OVR | [ovr] | over - | OVR- (=FAA) |
| PAX | [pash] | partial(ly) - | PAX- |
| POS | [puto] | post -, after - | POS-modern (post-modern), POS-Bush (post-Bush administration) |
| SAI | [sai] | re - | SAI-dial (re-dial) |
| XIn | [shiN] | pro- | XIn- |
| ZEn | [zeN] | pre -, before - | ZEn- |
(Note) Hyphen (-) after prefix is occasionally deleted.
14-10. Suffix
| suffix | Pronunciation | Meaning | Example |
| AT | [at] | -place (facility) | EDPEG-AT (sports field/stadium) |
| AA | [a:] | -er | InPIS-AA (one who kills man) or AnRU-AA (one who kills) |
| II | [i:] | -ee | InPIS-II (person who is killed) or AnRU-II (one who is killed) |
| FAn | [faN] | -fan | EVLIT-FAn (literature fan) |
| ILT | [ilt] | -semi professional | AnBAA_ISL-ILT (those who aim to be mathematician), (AnBAAILT for short) |
| ISL | [isl] | -study/research | IHyURI-ISL (history/history study/history reserach) |
| IST | [ist] | -professional | AnBAA_ISL-IST (mathematician) (AnBAAIST for short) DOOS_ISL-IST (physicist), (DOOSIST for short) EQMII_ISL-IST (chemist) (EQMIIST for short) |
| ISM | [ism] | -ism | AFKOM-ISM (Communism) |
| IUE | [iue] | -early (1st) | EXRIn-IUE (principle first/apriori) EDPER-IUE (experience first/aposteriori) |
| IULA | [iul] | -late (2nd) | InTRA-IULA (reason comes late) |
| JIn | [jiN] | -ist | UAAR-JIn (liberalist) |
| In | [iN] | -in the middst of | AKyRAK-In (under construction) |
| NAE | [nae] | -less | AnBAA-NAE (numberless/innumerable) |
| NE | [ne] | -nature/being/grounds | 1DAIn-NE (subjectivity) |
| VIL | [vil] | -zation | Finland-VIL (Finlandization) |
(Note 1) Hyphen (-) before suffix is often omitted although it is left in the above table.
(Note 2) A series of three or more of the same vowels, such as AAA or III, should be avoided.
***********************
Ch-15 Interrogatives
***********************
There are four types of Interrogative Sentences in NOXILO, as shown below.
Type 1: One that only requests YUP ('Yes' in English) or NAI ('No' in English)
Type 2: One that seeks an explanation.
Type 3: Tag questions
Type 4: Rhetorical questions (Irony).
Interrogative Sentences in NOXILO have the following features.
Type 1 and Type 2 have '?' or 'ESK' at the beginning of the sentence.
Type 2 includes the Interrogatives shown in the left column in table below, and, unlike English,
the interrogatives are placed where the missing answers would heve been originally.
Type 3 (Tag questions) have ETOn at the end of the sentence.
Type 4 (Rhetorical) have ENA in the beginning of the sentence. Also, this type of
@@ interrogative sentence sometimes contains the interrogatives such as HyA ('why' in English) and HyE ('how').
Subject form of interrogatives don't take the element particle '-W' as the subject form of personal pronouns
(SE(N), ME(N), .... TE(N) ) don't take the '-W'.
The word order of Interrogative Sentences is the same as Affirmative Sentences; the word order does
not change for any reason in NOXILO except for the reversion between M1 and M2.
@In conversation, the '?' (or 'ESK') can simply be pronounced [e] instead of [esk].
| Interrogatives | Pronunciation | Classifications | @ Meaning |
| HA HAS HANA |
[ha] [has] [hana] |
Interrogative pronoun Interrogative verb Interrogative adjective |
what |
| HI HIS HINA HILI |
[hi] [his] [hina] [hili] |
Interrogative pronoun Interrogative verb Interrogative adjective Interrogative adverb |
which |
| HU | [hu:] | Interrogative pronoun | Who |
| HE HENA HELI |
[he] [hena] [heli] |
Interrogative pronoun Interrogative adjective Interrogative adverb |
when |
| HO HONA HOLI |
[ho] [hona] [holi] |
Interrogative pronoun Interrogative adjective Interrogative adverb |
where |
| HyA HyAA |
[hya] [hya:] |
Interrogative partcle Interrogative adverb |
why |
| Hy HyNA HyLI |
[hy(u)] [hy(u)na] [hy(u)li] |
Interrogative pronoun Interrogative adjective Interrogative adverb |
How much (degree) |
| HyE HyELI |
[hye] [hyeli] |
Interrogative pronoun Interrogative adverb |
How (method) |
| ESK or ? | [esk], [e] for conversation |
Interrogative adverb | to be placed at the beginning of interrogative sentences. |
| ETOn | [etoN] | Interrogative adverb | Tag questions |
| ENA | [ena] | Interrogative adverb | Rhetorical questions (Irony) |
First, we will learn the simplest form of Interrogative Sentences (Type 1), which request only a YUP ('Yes' in English)
or a NAI ('No') for an answer.
15-1. Interrogative Sentences that request only a YUP (Yes) or a NAI (No) response
Type 1 and Type 2 Interrogative Sentences must have a '?' or an 'ESK' at the beginning of the sentence.
The '?' is better than 'ESK' simply because the '?' is shorter than 'ESK'. Either '?' or 'ESK' is pronounced [esk],
but in cenversation these can be pronounced [e] instead of [esk].
Ex. Did you have a lunch ?
M1 : ? ME lunch-O KU-T.
M2 : ? ME KU-T lunch-O.
@@<Note> KU means 'to eat and drink'. For your reference, KUI means 'to eat', and KUD 'to drink'.
TUV ( = to have) instead of KU is acceptable. 'ESK' for '?' is acceptable as shown below.
M1 : ESK ME lunch-O KU-T.
M2 : ESK ME KU-T lunch-O.
Ex. Wasn't the baby sleeping ?
M1 : ? Baby-W NAI sleep-TIn.
M2 : ? Baby-W NAI sleep-TIn.
<Note> '-TIn' denotes the past progressive tense, and is pronounced [taiN].
If the baby was sleeping, the answer would be as follows.
M1 : YUP, baby-W sleep-TIn.
M2 : YUP, baby-W sleep-TIn.
If not,
M1 : NAI, baby-W NAI sleep-TIn.
M2 : NAI, baby-W NAI sleep-TIn.
If you do not know if the baby is sleeping, you can answer as follows:
M1 : SE NAI know.
M2 : SE NAI know.
15-2. Interrogative Sentences which request explanations
In NOXILO, Type 2 of Interrogative Sentence also starts with '?' or 'ESK' at the beginning of the
sentence and include any interrogatives shown below:
| Interroga. Pronouns Subject |
possession |
complement |
object |
Interrog. Verbs |
Interrog. Adjectives |
Interrog. Adverbs |
Interrog. Particles |
Clause Leaders (for ref.) |
English (for ref.) |
| HA What |
HAI what |
HA-E What |
HA-O What |
HAS do what |
HANA What |
what | |||
| HI Which |
HII which |
HI-E Which |
HI-O Which |
HIS do which |
HINA Which |
HILI Which |
which | ||
| HU Who |
HUI whom |
HU-E Whom |
HU-O Whom |
who | |||||
| HE When |
HEI when |
HE-E When |
HE-O When |
HENA when@ |
HELI When |
EEA | when | ||
| HO Where |
HOI where |
HO-E Where |
HO-O Where |
HONA where |
HOLI Where |
AAT | where | ||
| HyAA Why |
HyA why |
IID | why | ||||||
| Hy How much |
HyI How much |
Hy-E How much |
Hy-O How much |
HyNA How much |
HyLI How much |
how (degree) |
|||
| HyE How |
HyEI How |
HyE-E How |
HyE-O How |
HyELI How |
how (method) |
(Note) Subject form of interrogatives don't take the element particle '-W'. (HA is right, but HA-W is wrong.)
The following table includes Interrogative Possessive Pronouns which show attachment, application, etc.
| Subject | Complement | Object |
| HAM of what |
HAM-E |
HAM-O |
| HIM of which |
HIM-E |
HIM-O |
| HUM of who |
HUM-E |
HUM-O |
The obvious difference between NOXILO Interrogative Sentences and the English equivalent is the position of
the Interrogatives. As mentioned before, the Interrogatives of NOXILO should be put in the position where the
missing answer-word was originally occupied. In addition, the word order never changes and remains the same
as the word order of affirmative sentences. In conversation, '?' (or ESK) can be pronounced [e] instead of [esk].
Let's look at each of the interrogatives in Type 2 one by one (from 'HA' ...... to 'ENA').
@ HA (what/ interrogative pronoun)
Ex. What is the problem?
M1 : ? HA problem (RI).
M2 : ? HA (RI) problem.
<Note> The '-E' that complements the word 'problem' is not needed because the sentence is simple.
RI can be omitted because it's a 'S be C' (SC be for M1) type sentence in present tense.
HA is right but HA-W is wrong.
Ex. What (about that/it) is wrong ? (Note) = What is wrong with it ?
M1 : ? TEI HA wrong (RI).
M2 : ? TEI HA (RI) wrong.
Ex. What did you eat ?
M1 : ? ME HA-O KUI-T.
M2 : ? ME KUI-T HA-O.
<Note> KUI means 'to eat', and KUD 'to drink', and KU 'to eat and drink' (= have).
KUI can be replaced with KU in this example.
Ex. What are these parts for ?
M1 : ? TE HAI part (RI).
M2 : ? TE (RI) HAI part.
<Note> HAI is possesive form of HA, which isn't seen in English. For instance, the answer would be
'for engine' (engine parts).
Ex. What is it ?
M1 : ? TE HA (RI).
M2 : ? TE (RI) HA.
Ex. What is the NOXILO word for the English word 'song' ? (= How do you say for 'song' in NOXILO ?)
M1 : ? English'Z song-W NOXILO'Z HA (RI).
M2 : ? English'Z song-W (RI) NOXILO'Z HA.
<Note> The 'song' UBL English (English UB 'song' for M1) is a bit too long, but still acceptable.
'HA-E' is not necessary because the sentence is simple and easy to understand.
Ex. How do you say this in NOXILO ?
M1 : ? TO-W NOXILO'Z HA (RI).
M2 : ? TO-W (RI) NOXILO'Z HA.
<Note> The following is long, but still acceptable.
M1: ? TO-W NOXILO UB HA (RI).
M2: ? TO-W (RI) HA UBL NOXILO.
Ex. What are the differences between A and B ? (= How do A and B differ ? )
M1 : ? A OnD B AM difference-W HA (RI).
M2 : ? Difference-W AML A OnD B (RI) HA.
We will examime SOCV (SVOC for M2) including Interragatives, and the case that 'My+S2+V2' in S1+V1+ My+S2+V2
(S1+ S2+V2+My + V1 for M1) is the object clause or the complementary clause of V1. 'My', the equivalent to 'that' in
English is a Clause Leader that leads the noun clause.
Ex. I know what it is.
M1 : SE TE HA know.
M2 : SE know TE HA.
M1 : SE TE HA RI My know.
M2 : SE know My TE RI HA.
<Note> The 2nd example is long but it's acceptable.
Ex. I do not understand what is what.
M1 : SE HA HA NAI understand.
M2 : SE NAI understand HA HA.
M1 : SE HA HA-E NAI understand.
M2 : SE NAI understand HA HA-E.
M1 : SE HA HA-E RI My NAI understand.
M2 : SE NAI understand My HA RI HA-E.
<Note> The 3rd example is not very good because it's long.
Ex. I know what will happen.
M1 : SE HA happen-R My know.
M2 : SE know My HA happen-R.
The above example could be written as follows with verb-adjective.
M1 : SE happen-RK HA-O know.
M2 : SE know happen-RK HA-O.
<Note> Verb-adjective 'happen-RK' stands alone without taking any object. Therefore, it is treated
as an one-word-adjective and is placed immediately before HA-O for both M1 and M2.
If we use a Clause Leader 'Ky' for the verb adjective '-K', the word order must change as follows.
M1 : SE happen-R Ky HA-O know.
M2 : SE know HA-O Ky happen-R.
<Note> The HA-O in M1 is a postcedent, and the HA-O in M2 an antecedent.
This 3rd example is not very good because it's long.
Ex. I consider what made her do so.
M1 : SE (PA) HA DAFE SOO DU BLE-T My INOGS.
M2 : SE INOGS My HA BLE-T DAFE SOO DU.
<Note> DU is a proverb (=do). BLE is causative verb (=make/have). INOGS means to think.
If we use the verb-adjective '-K',
M1 : SE DAFE SOO DU BLE-TK HA-O INOGS.
M2 : SE INOGS HA-O BLE-TK DAFE SOO DU.
If we use Clause Leader 'Ky' that leads an adjective clause,
M1 : SE (PA) HA DAFE SOO DU BLE-T Ky HA-O INOGS.
M2 : SE INOGS HA-O Ky BLE-T DAFE SOO DU.
Ex. I want to know what you have (eat & drink).
M1 : SE ME HA-O KU My know < IYAnS.
M2 : SE IYAnS > know My ME KU HA-O.
<Note> IYAnS means to want, and IYAA is a polite expression for IYAnS.
Incidentally, IYUS means to ask/want, and IYPES to hope.
KU means to eat & drink, and KUD to drink, KUI to eat.
@ HAS (interrogative verb)
HAS is the verb form of HA.
Ex. What do you do ?
M1: ? ME HAS.
M2: ? ME HAS.
Ex. What did he do for (to) you ?
M1: ? MAFE ME-O HAS-T.
M2: ? MAFE HAS-T ME-O.
Ex. What should I do next ?
M1: ? SE IUGA GIMI HAS.
M2: ? SE IUGA GIMI HAS.
<Note> IUGA means 'next', and GIMI (auxiliary verb) means 'should'. Auxiliary verbs are pleced
immediately before verbs for M1 and M2.
@ HANA (what/ interrogative adjective)
HANA is the adjective form of HA.
Ex. What country is the most eager for foreign aid ?
M1 : ? HANA country-W foreign aid AB FAST eager (RI).
M2 : ? HANA country-W (RI) FAST eager ABL foreign aid.
<Note> HANA country means 'what country'. AM (ABL for M2) is 'about' (preposition).
Ex. What color do you like ?
M1 : ? ME HANA color-O APLIS.
M2 : ? ME APLIS HANA color-O.
<Note> 'HANA color' means 'what color'.
Ex. What time is it now?
M1 : ? TAU HANA AHSA (RI).
M2 : ? TAU (RI) HANA AHSA.
<Note> TAU means 'now', and HANA AHSA means 'what time-point'.
AHSA can be replaced with SAMAE.
Ex. I do not know what time it is.
M1 : ? SE TAU HANA AHSA-O NAI know.
M2 : ? SE NAI know TAU HANA AHSA-O.
@ HAM (interrogative possessive pronoun)
Ex. I want to investigate what this gene belongs to.
M1 : SE (PA) TO gene-W HAM (RI) My investigate < IYAnS.
M2 : SE IYAnS > investigete My TO gene-W (RI) HAM.
<Note> HAM is an Interrogative Possessive Pronoun, which shows possession, attachment, or application.
'HAM-E' is not necessary because this sentence is simple and easy to understand. PA is a punctuation
particle for M1. ZA (punctuation particle for M2) is not necessary in this particular example.
@ HI (which/ interro. pronoun), HIS (interro. verb), HINA (interro. adjective), HILI (interro. adverb),
HIM (interro. possessive pronoun)
HI means 'which', and HINA and HILI are the adjective and adverb forms of HI, respectively.
Ex. Which is right ?
M1 : ? HI right (RI).
M2 : ? HI (RI) right.
Ex. Which do you like ?
M1 : ? ME HI-O APLIS.
M2 : ? ME APLIS HI-O.
Ex. Which will attract you, love or moneymaking ?
M1 : ? Love OA moneymaking HI ME-O attract-R.
M2 : ? Love OA moneymaking HI attract-R ME-O.
M1 : ? HI ME-O attract-R love OA moneymaking.
M2 : ? HI attract-R ME-O love OA moneymaking.
EX. Which do you do ? (to work or to take day off ?)
M1: ? ME HIS.
M2: ? ME HIS.
<Note> Answer would be 'I will go to my office.' or 'I will take day off today'.
Ex. Which building is taller ?
M1 : ? HINA building-W tall (RI).
M2 : ? HINA building-W (RI) tall.
<Note> FAA is not necessary.
M1 : ? HINA building-W FAA tall (RI).
M2 : ? HINA building-W (RI) FAA tall.
<Note> The above example is possible if there's an agreement that both bulidings are tall.
Ex. Which do you like to drink, coffee or black tea ?
M1: ? ME coffee OA black tea HI-O KUD < IYAA.
M2: ? ME IYAA > KUD coffee OA black tea HI-O.
M1: ? ME HINA coffee OA black tea-O KUD < IYAA.
M2: ? ME IYAA > KUD HINA coffee OA black tea-O.
The following is acceptable in a conversation.
M1: ? coffee OA black tea.
M2: ? coffee OA black tea.
M1: ? CEEKA OA EIBLA_CEEI.
M2: ? CEEKA OA EIBLA_CEEI.
<Note> CEEKA means 'coffee', and EIBLA_CEEI means black tea.@
Ex. Which way must I go@?
M1: ? SE HINA way GIM go.
M2: ? SE GIM go HINA way.
<Note> GIM means 'must'. UT (UTL for M2) means 'to' (Preposition in English).
M1: ? SE HILI GIM go.
M2: ? SE HILI GIM go.
Ex. Which of you sister or brother has this book ?
M1 : ? TO book-W HIM sister OA brother (RI).
M2 : ? TO book-W (RI) HIM sister OA brother.
M1 : ? TO-W sister OA brother HII book (RI).
M2 : ? TO-W (RI) sister OA brother HII book.
<Note> TO means 'this', and OA means 'or'. HIM is an interrogative possesive pronoun.
HII is the possessive form of HI.
@ HU (who/ interrogative pronoun), HUM (interrog. possessive pronoun)
Ex. Who goes there ?
M1 : ? HU BOIE go.
M2 : ? HU BOIE go.
<Note> BOIE means 'there'.
Ex. Who are you ?
M1 : ? ME HU (RI).
M2 : ? ME (RI) HU.
Ex. Who(m) do you meet ?
M1 : ? ME HU-O meet.
M2 : ? ME meet HU-O.
Ex. To whom did she send the letter ?
M1 : ? DAFE HU UT letter-O send-T.
M2 : ? DAFE send-T UTL HU letter-O.
M1 : ? DAFE HU letter send-T.
M2 : ? DAFE send-T HU letter.
<Note> The 2nd sentences are better (see the webpage 1).
Ex. I asked who he was.
M1 : SE MAFE HU ask-T.
M2 : SE ask-T MAFE HU.
M1 : SE MAFE HU (RI) My ask-T.
M2 : SE ask-T My MAFE (RI) HU.
Ex. Whose bicycle is this ?
M1 : ? TO bicycle-W HUM (RI).
M2 : ? TO bycicle-W (RI) HUM.
M1 : ? TO-W HUI bicycle (RI).
M2 : ? TO-W (RI) HUI bycicle.
Ex. Do you know whose book this is ?
M1 : ? ME TO-W HUI book (RI) know.
M2 : ? ME know TO-W (RI) HUI book.
M1 : ? ME TE HUI book (RI) My know.
M2 : ? ME know My TE (RI) HUI book.
Ex. I do not know whose thing this is.
M1 : SE TO-W HUM (RI) My NAI know.
M2 : SE NAI know My TO-W (RI) HUM.
@ HE (when/ interrogative pronoun), HENA (interro. adjective), HELI (interro. adverb)
Ex. 'When' is very important.
M1 : HE ZAO important (RI).
M2 : HE (RI) ZAO important.
<Note> ZAO means 'very'. HE is the subject, but it doesn't need '-W'.
Ex. When was the report made ?
M1 : ? TE HENA report (RI).
M2 : ? TE (RI) HENA report.
M1 : ? TE HEI report (RI).
M2 : ? TE (RI) HEI report.
<Note> HEI is a possessive form of HE. A possible answer would be 'February 25th, 2010', or
The report is dated (or made) February 25th, 2010.
M1 : ? report-W HELI NURI-TZE..
M2 : ? report-W HELI NURI-TZE..
<note> NURI means 'to write', and NURI-TZE (pronounced [nu:ritaze]) means 'was written' and can be
replaced with EKAM-TZE. (=was made).
Ex. We are asking when.
M1 : SEN HE-O ask-In.
M2 : SEN ask-In HE-O.
Ex. When did it happen ?
M1 : ? TE HELI happen-T. (a possible answer = yesterday morning)
M2 : ? TE HELI happen-T. (a possible answer = yesterday morning)
Ex. She considers when it happened.
M1 : DAFE TE HELI happen-T My INOGS.
M2 : DAFE INOGS My TE HELI happen-T.
@ HO (where/ interrogative pronouns) and HOLI (interro. adverbs)
Ex. 'Where' must come first.
M1 : HO 1DAI GIM come.
M2 : HO 1DAI GIM come.
Ex. You do not understand the importance of when.
M1 : ME HOI importance-O NAI understand.
M2 : ME NAI understand HOI importance-O.
<Note> HOI is a possessive form of HO.
Ex. Where is it ?
M1 : ? TE HOLI RIZ. (a possible answer = my room AT or simply my room)
M2 : ? TE HOLI RIZ. (a possible answer = ATL my room or simply my room)
<Note> RIZ means 'to exist'.
Ex. Where should we go ?
M1 : ? SEN HOLI GIMI go. (a possible answer = SE New York UT GIMI go, or simply New York)
M2 : ? SEN HOLI GIMI go. (a possible answer = SE GIMI go UTL New York, or simply New York)
Ex. I do not know where it is.
M1 : SE TE HOLI RIZ My NAI know.
M2 : SE NAI know My TE HOLI RIZ.
@ HyA (why/ interrogative particle) and HyAA (why/ interrogative adverb)
Ex. I do not know why it is.
M1 : SE HyA TE RI My NAI know.
M2 : SE NAI know My HyA TE RI.
Ex. Why does mother go to India?
M1: ? HyA, mother-W BAARAT UT go.
M2: ? HyA, mother-W go UTL BAARAT.
<Note> 'HyA,' at the head of the sentence modifies whole sentence, whereas 'HyA' modifies the next word only.
M1: ? HyAA mother-W BAARAT UT go.
M2: ? HyAA mother-W go UTL BAARAT.
<Note> 'HyAA' is always placed at the top of sentence and modifies the whole sentence ( HyAA = HyA, ).
BAARAT means India.
If the 'mother' is questioned ,
M1: ? HyA mother-W BAARAT UT go.
M2: ? HyA mother-W go UTL BAARAT.
If 'BAARATO' is to be questioned,
M1: ? mother-W HyA BAARAT UT go.
M2: ? mother-W go UTL HyA BAARAT.
If 'go' is to be questioned,
M1: ? mother-W BAARAT UT HyA go.
M2: ? mother-W HyA go UTL BAARAT.
Ex. It is of little importance as to why it happend.
M1 : TE HyA happening -T My LEE important RI.
M2 : My TE HyA happen-T (ZA) RI LEE important.
Ex. I asked the sister why mother would go to India.
M1 : SE sister-O (PA) HyA mother-W BAARAT UT go My ask-T.
M2 : SE ask-T syster-O My HyA mother-W go UTL BAARAT.
@ Hy (how much/ interrogative pronouns), HyNA (interro. adjectives), and HyLI (interro. adverbs)
Ex. How are you ?
M1 : ? ME HyNA (RI).
M2 : ? ME (RI) HyNA.
Ex. How much do you have ?
M1 : ? ME Hy-O TUV.
M2 : ? ME TUV Hy-O.
M1 : ? ME HyNA MUQ-O TUV.
M2 : ? ME TUV HyNA MUQ-O.
Ex. How much money do you have ?
M1 : ? ME HyNA InKMA-O TUV.
M2 : ? ME TUV HyNA InKMA-O.
Ex. How (often) do you perform ?
M1: ? ME HyLI perform.
M2: ? ME HyLI perform.
<Note> This does not ask about method, but about something like eagerness, work hours, or the like.
Ex. How big it is ?
M1: ? TE HyLI AUB (RI).
M2: ? TE (RI) HyLI AUB.
Ex. How fast did she run ?
M1: ? DAFE HyLI fast run-T.
M2: ? DAFE HyLI fast run-T.
Ex. My question is how fast that airplane flies.
M1 : SEI question-W BOI airplane-W HyLI fast fly My RI.
M2 : SEI question-W RI My BOI airplane-W HyLI fast fly.
The above sentences could be shortened in SOCV (SVOC for M2) as below.
M1: SE BOI airplane HyLI fast fly ask.
M2: SE ask BOI airplane HyLI fast fly.
<Note> 'BOI airplane' is for O, and 'HyLI fast fly' for C in SOCV (SVOC for M2).
'BOI airplane' should be in the basic form (BOI airplane) instead of the subject form (BOI airplane-W).
Ex. Do you understand how important this is.
M1 : ? ME (PA) TO-W HyLI important (RI) My understand.
M2 : ? ME understand My TO-W (RI) HyLI important.
<Note> The above sentences can be written in SOCV (SVOC for M2), as shown below.
M1 : ? ME TO HyLI important understand.
M2 : ? ME understand TO HyLI important.
<Note> 'TO' is for O, and 'HyLI important' for C in SOCV (SVOC for M2).
'TO' must be in the basic form (TO) instead of the subject form (TO-W).
@ HyE (how/ interrogative pronouns), HyELI (interro. adverbs)
Ex. 'How' is not important.
M1 : HyE NAI important (RI).
M2 : HyE (RI) NAI important.
Ex. How do we make this cookie ?
M1 : ? SEN TO cookie-O HyELI make.
M2 : ? SEN HyELI make TO cookie-O.
Ex. We study how to use this machine.
M1 : SEN TO machine HyELI use study.
M2 : SEN study TO machine HyELI use.
M1 : SEN (PA) SEN TO machine-O HyELI use My study.
M2 : SEN study My SEN HyELI use TO machimne-O.
Ex. The question is how it was obtained.
M1 : Question-W TE HyELI obtain-TZE My RI.
M2 : Question-W RI My TE HyELI obtain-TZE.
Ex. The question is how did heobtain it.
M1 : Question-W he TE-O HyELI obtain-T My RI.
M2 : Question-W RI My he HyELI obtain-T TE-O.
Ex. How it was obtained is the question.
M1 : TE-O HyELI obtain-TM-W question RI.
M2 : TE-O HyELI obtain-TM-W RI question.
@@<Note> A gerund is used since the subject is unknown.
@ ETOn (tag question)
ETOn is placed at the end of the sentence.
Ex. I can move this term to the left side, can't I ?
M1 : SE TO term-O left side UT GIMA move, ETOn.
M2 : SE GIMA move TO term-O UTL left side, ETOn.
Ex. You were sleeping, weren't you ?
M1 : ME sleep-TIn, ETOn.
M2 : ME sleep-TIn, ETOn.
@ ENA (rhetorical question /irony)
ENA is placed a the beginning of the sentence.
Ex. Who knows ? (=nobody knows) .
M1 : ENA, HU know.
M2 : ENA, HU know.
Ex. How can I become so cruel ? (= I cannot become so cruel.)
M1 : ENA, SE GIMA SOO cruel EQKAZ.
M2 : ENA, SE GIMA EQKAZ SOO cruel.
<Note> EQKAZ means 'to become'. The '-E' after 'cruel' is not necessary because it is a very
simple SCV (SVC for M2) sentence.
5-3. Difference from the English interrogative sentences
In NOXILO, interrogatives are used only for question situation, whearas in English, the conjunctions such as
'when' or 'where' are used for both question and non-question cases.
Ex. When did mother visit the house ?
M1 : ? Mother-W BOI House-O HELI visit-T.
M2 : ? Mother-W HELI visit-T BOI house-O.
Ex. I want to know when mother visited the house.
M1 : SE mother-W house-O HELI visit-T My know < IYAAS.
M2 : SE IYAAS > know My mother-W HELI visit-T house-O.
However, the following sentence does not ask or imply a question. In this case, in NOXILO, Clause Leader
'EEA' (EEAL for M2) instead of HELI is used instead of using 'when' (HELI) as in English.
Ex. He was watching TV when mother visited his house.
M1: Mother-W DAFEI house-L visit-T EEA DAFE TV-O watch-TIn.
M2: DAFE watch-TIn TV-O EEAL mother-W visit-T DAFEI house-L.
<Note> The object in a modifying clause (adjective/adverb clause) takes '-L' instead of '-O'.
@@@@@@EEA (EEAL) means when (time but non-interrogative).
Thank@you@@
I@r
@@@on@web
5I( Webpage 5 will include Modification Agents, Composers, Clause Leaders, and a sample letter.)