Design Compatibility of Classroom Furniture in Urban and ... - IOSR
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Àbèsàbèsì Orthography: A Proposal<br />
Table 3<br />
Phonetic Representation Phonemic Representation Orthographic Representation<br />
[ĩ]<br />
/ĩ/<br />
<strong>in</strong><br />
[ekĩ̀] ‘one’ [ìʧĩ̀] ‘domestic //ekĩ̀/ ‘one’ /ìʧĩ̀/ ‘domestic ekìn ‘one’ ì tṣ ìn ‘domestic<br />
animals’<br />
animals’<br />
animals’<br />
[ε̃]<br />
/ε̃/<br />
ẹn<br />
[ὲdεǹ] ‘that’ [ìgbε̃] ‘when’ ὲdεǹ ‘that’ /ìgbε̃̀/ ‘when’ ẹ̀dẹǹ ‘that’ ìgbẹǹ ‘when’<br />
[ã]<br />
/ã/<br />
an<br />
[hãsi] ‘peel (yam)’ [kpã] /hãsi/ ‘peel (yam)’ /kpã/ hansi ‘peel (yam)’ kpan<br />
‘deceive’<br />
‘deceive’<br />
‘deceive’<br />
[ɔ̃]<br />
/ɔ̃/<br />
ọn<br />
họn ‘cultivate’ họnsi ‘dry’<br />
[hɔ̃] ‘cultivate’ [hɔ̃si] ‘dry’ [hɔ̃/ ‘cultivate’ /hɔ̃si/ ‘dry’<br />
[ũ]<br />
/ũ/<br />
[ɔ∫ũ] ‘hill’<br />
/ɔ∫ũ/ ‘hill’<br />
All Àbèsàbèsì vowel phonemes are represented <strong>in</strong> table 3.<br />
un<br />
ọṣ un ‘hill’<br />
Long Vowels<br />
Àbèsàbèsì attests both long <strong>and</strong> short vowels. Graphemes are already proposed for the short vowels on tables 2<br />
<strong>and</strong> 3. The long vowels will be represented by double grapheme for the shorter vowels that share similar<br />
phonetic features. Examples <strong>of</strong> such vowels are:<br />
[i:] /i/ ii [uu] /uu/ uu<br />
[ee] /ee/ ii [oo] /oo/ oo<br />
ԑԑ /ԑ ԑ/ ẹẹ [ɔ ɔ] /ɔ ɔ/ ọọ<br />
[aa] /aa/ aa<br />
The vowels can be found <strong>in</strong> lexical items like:<br />
ìkpẹdùmẹẹ ‘gu<strong>in</strong>ea warm’<br />
ehii ‘word/matter’<br />
èhee ‘,like this’<br />
èree ‘like that’<br />
ìkẹdẹẹgbẹẹ ‘lice’<br />
ínyàádo ‘a type <strong>of</strong> grass hopper’<br />
àjaà ‘pot’<br />
ọọ ‘you second person s<strong>in</strong>gular’<br />
ayoò ‘eye/face’<br />
ítìróò ‘eye lace’<br />
ṣ uù ‘run’<br />
4. Tone<br />
Tones are super-segmental phonemes that <strong>in</strong>dicate the pitch <strong>of</strong> an utterance <strong>in</strong> a tonal language.<br />
The three level tones Àbèsàbèsì attests should be represented thus:<br />
Low Tone [ ̀ ] / ̀ ] ̀ ̀àkàdà ‘vag<strong>in</strong>a’ ẹ̀ dẹ̀ dẹ̀ ‘penis’ òtùlà ‘refuse dung’<br />
High Tone [ ́ ] / ́ / ́ ‘áye ‘mother’ ọmúdẹ ‘mortal’<br />
Mid Tone [ ̄ ] / ̄ / not <strong>in</strong>dicated ẹbui ‘goat’ ebo ‘dog’<br />
oyo ‘dance noun’ onyo ‘wife’<br />
5. Spell<strong>in</strong>g <strong>of</strong> Words<br />
Àbèsàbèsì: Words should be spelt as pronounced.<br />
Each (mean<strong>in</strong>gful unit) morpheme should be separated by word spac<strong>in</strong>g. All the three significant tones should<br />
be appropriately reflected on the word. Examples are:<br />
ajaà ‘pot’ àdáà ‘hoe’ atọ ‘l<strong>and</strong>/ground’ adomi ‘moon’ igbadomi ‘sky’<br />
ọni ‘person’ ọbọ ‘h<strong>and</strong>’ ṣ o ‘weep ’ṣ ongi ‘turn’ iṣ umi ‘head’ ṣ erè ‘roam about’<br />
etşì ‘market’ ẹtşa ‘evil’ ọşìşẹgì ‘perforated pot/local sieve’ ẹnami ‘meat’<br />
ẹnamà ‘bird’ ẹgẹ ‘door’ ẹtẹngi ‘fish’ ẹşẹgì ‘suffer<strong>in</strong>g’<br />
ímonyì ‘melon’ ọmìnyà ‘knife’ aṣ ongi mortal ọkurẹ ‘cane noun’ ọjọjọ cake made from water<br />
yam’ ọyẹyẹ ‘a type <strong>of</strong> beans’ òtílí ‘type <strong>of</strong> beans’<br />
ẹkpukpangi ‘a type <strong>of</strong> shrub’ ikpado ‘groundnut’ ikpari ‘children’ àkpàngì ‘ch<strong>in</strong>’ ipọmpọm laps<br />
ọmudẹ ‘pistol’<br />
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