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Diferencias lingüísticas entre los dialectos de español

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Diferencias lingüísticas entre los dialectos de español

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Este video enseña de los dialectos diferentes de los países hispanohablantes. Hay diferencias con ausento y pronunciación. Por ejemplo en España, mucha gente las letras de ‘z’ y ‘c’ suena como ‘th.’ Sin embargo, en Latinoamérica esto suena como ‘s.’ También, hay diferencias con gramática. El uso de “vosotros” es algo que solo es usado en España. El vocabulario es algo diferente: Por ejemplo el autobus se llama camión en México pero es colectivo en Argentina.

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Are There Differences Between Spanish In Latin America And Spain?

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Este artículo discute los tres tipos de afasia. Alguien con Afasia tiene problemas con comprender, hablar y escribir. Afasia occure debido a un accidente cerebrovascular, infección o cáncer de cerebro. Afasia de Broca es cuando no puede hablar debido al daño a la zona de Broca. Alguien con afasia de Wernicke no puede entender lo que alguien está diciendo. Afasia global es un resultado del daño a las ambas regiones de Broca y Wernicke.

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Aphasia is an impairment of language which occurs when someone suffers from an injury to the language areas of the brain. The language areas of the brain span regions of the frontal lobe, the temporal lobe, and the parietal lobe.

Language function is located on one hemisphere (half) of the brain, which is called the dominant hemisphere. Typically, the dominant hemisphere of the brain is on the side opposite the dominant hand.

Aphasia can occur as a result of any injury to the brain, such as a stroke, traumatic brain injury, a brain tumor, or an infection of the brain.﻿﻿ Because of the way the blood vessels are arranged in the brain, the most common cause of aphasia is stroke.

What Is Aphasia?

Aphasia can affect language in many ways because there are several regions of the brain that control language. When one of the language regions is injured, but the other language regions remain healthy, some language function can be affected, while other language functions may remain intact.

For example, people with aphasia may have difficulty producing words, may have difficulty understanding language, or may have trouble with reading or writing.

There are a number of well-recognized aphasia syndromes that are characterized by certain patterns of speech and language that correspond to the areas of the brain-damaged by a stroke. The three most common types of aphasia are:

Broca's Aphasia/Motor Aphasia

This form of aphasia is named after the person who discovered the area of the brain that is responsible for generating speech. Broca's aphasia is at times called "motor aphasia" to emphasize that it is the production of language which is impaired, such as speaking, while other aspects of language are mostly preserved.﻿﻿

After a stroke, damage to Broca's area results from the interruption of blood flow through the blood vessels that supply Broca's area, which is located in the dominant frontal lobe of the brain. Typically, Broca's aphasia prevents a person from forming intelligible words or sentences but has little or no effect on the ability to understand others when they speak.﻿﻿

If you have Broca's aphasia, you might feel frustrated because of your inability to transform your thoughts into words. Some stroke survivors with aphasia can say a few words which come out with a characteristic type of speech known as telegraphic speech.

Because some of the blood vessels that are affected in Broca's aphasia also deliver blood to the areas of the brain that control movement of one side of the body (usually the right side), Broca's aphasia is commonly accompanied by other impairments, including hemiparesis, or hemiplegia on the right side of the body, alexia, and agraphia.

Wernicke's Aphasia

Wernicke's aphasia is named after the person who discovered the areas of the brain that are responsible for language comprehension located in the temporal lobe. People with Wernicke's aphasia can't understand others, or even themselves, when they speak.﻿﻿

The speech of Wernicke's aphasia, however, is incomprehensible, as stroke survivors with Wernicke's aphasia create sentences with words arranged in what sounds like a random fashion.﻿﻿ This type of language pattern is sometimes referred to as logorrhea.

Nonetheless, when people with Wernicke's aphasia speak, they feel as though they should be understood. This is caused by the lack of awareness of their profound language impairment, (anosognosia).

Over time, Wernicke's aphasics might learn that others can't understand them when they speak, so they might become angry, paranoid, and depressed. Wernicke's aphasia is one of the most emotionally challenging consequences after a stroke.

Global Aphasia

This is a type of aphasia that results when damage in the brain is extensive enough to involve both the Broca's and Wernicke's language areas. Survivors with global aphasia are unable to understand spoken language or to speak at all.﻿﻿ In some cases, however, people with global aphasias can still communicate by using written language.

A Word From Verywell

Aphasia is one of the consequences of stroke and other brain injuries, such as traumatic brain injury, and brain infection ( encephalitis). It is not easy living with aphasia. It is valuable to participate in therapy, including speech therapy as you recover from your stroke.

Stroke survivors and loved ones benefit from understanding the subtle features of aphasia, which can help optimize communication and make recovery easier.

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3 Types of Aphasia That May Result From Stroke

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Aphasia is an impairment of language which occurs when someone suffers from an injury to the language areas of the brain. The language areas of the brain span regions of the frontal lobe, the temporal lobe, and the parietal lobe. Language function is located on one hemisphere (half) of the brain, which is called the dominant hemisphere.

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Este video discute 5 teorías del desarrollo de lengua y cognición. La primera teoría es “universalism” o universalismo y esta teoría dice que cognición decide lengua. La segunda es la teoría de Piaget y él dijo que el desarrollo cognitivo afecta lengua. La tercera es la teoría de Vygotsky y él dijo que el desarrollo de cognición y lengua es independiente pero es influido por interacciones sociales. La teoría de “linguistic relativism” o relativismo lingüístico dice que la lengua afecta cognición. La teoría final es de Sapir-Whorf que dice que la lengua define lengua.

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If you've ever learned another language, then you know that some words don't translate exactly. For example, there's a language in New Guinea that only has two words for color-- mola, meaning "bright," and mili, meaning "dark." Now compare that to English. We have lots of words for color-- blue, green, teal, mauve, all that stuff. But does the fact that we have different words for color mean that we actually think about color differently? And your answer to that question places you on one position of the great language-thought debate. Which comes first? And we have different theories that we can place sort of on a spectrum. And on one end, we have something called universalism. This theory says that thought comes before language. So your thoughts dictate the language that develops. So going back to our New Guinean example, a universalist would say that that group of people only thinks in terms of bright and dark, and if they had concepts or ideas about other colors, then they would develop words for them in order to express those thoughts. So with universalism, we have the idea that thought determines language completely. And now here, at this point, we have the idea that thought influences language. Just a little bit gentler of a statement. And this is the idea that Piaget ascribed to. Piaget came up with a theory of cognitive development in children, and it was because of this and his observations of children that he believed that once children were able to think in a certain way, then they developed the language to describe those thoughts. So, for example, when children learn that objects continue to exist even though they can't see them, that's when they start to develop words like "gone" and "missing," "find." So their language development is influenced by their cognitive development and their newly-discovered ability to understand that objects exist, even when they can't see them anymore. So that's what Piaget thought. And now, a little further down, towards the more middle ground, we have Vygotsky. And Vygotsky thought that language and thought are independent, but they converge through development. So he didn't really say if language influenced thought or if thought influenced language. He just said they're both there, they're both independent, but eventually, you learn to use them at the same time. Because Vygotsky believed that children develop language through social interaction with adults who already know the language. And through that interaction, then they learn to connect their thoughts and the language that they eventually learn. OK, so now we're crossing over the middle ground into the world that believes language has an influence on thought. And we have a couple of positions here, and they both fall under the category of linguistic determinism. So these are called the weak and the strong hypotheses. And this isn't a value judgment on how good they are or how well-established they are. It just refers to how much influence they think language has on thought. So weak linguistic determinism says that language influences thought. It makes it easier or more common for us to think in certain ways depending on how our language is structured. So, for example, I'm going to read you a sentence, and I want you to draw it out or at least vividly imagine it. "The girl pushes the boy." OK, so however you drew that out or imagined it, if you drew it this way, with the girl on the left pushing the boy toward the right, than your native language probably reads from left to right, like English. If you drew the girl pushing the boy this way, with the girl on the right pushing toward the left, then your native language might be one that reads from right to left, like Hebrew. Now, it's not that you can't or didn't even draw it the other way. It's just that, depending on how your language is structured, it makes it more likely or easier for you to think about that action in a certain direction. Now, strong linguistic determinism takes a more extreme view and says that language determines thought completely. This is also called the Whorfian hypothesis, because the guy that came up with it, his name was Whorf. And he observed that there is a Native American tribe called the Hopi that don't have any grammatical tense in their language, and he thought that meant that they couldn't think about time in the same way. Later, people studying the language found that the Hopi have a different way of expressing past, present, and future. So we don't have an answer yet for which of these perspectives is the correct one, and people are still doing research to try to discover which one is the most accurate. But now you're aware of the main perspectives on the relationship between thought and language. And now, when you're learning a foreign language, you can think about how the language you're learning is influencing your thoughts, or vice-versa, how your thoughts are affecting your interpretation of the language.

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Theories of language and cognition (video) | Khan Academy

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If you've ever learned another language, then you know that some words don't translate exactly. For example, there's a language in New Guinea that only has two words for color-- mola, meaning "bright," and mili, meaning "dark." Now compare that to English. We have lots of words for color-- blue, green, teal, mauve, all that stuff.

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Real Academia Española: inclusión de género

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Real Academia Española: inclusión de género

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Este mensaje de noticias habla de La Real Academia Española y cambios de la cultura. La Real Academia Española fue fundada en 1713 y este grupo decide cuales palabras deben ser parte del diccionario para unir la lengua de español. Sin embargo, la RAE, no reconoce el uso del sufijo '-e' que comenzó para hacer la lengua de español más inclusivo. Todavía, muchos países y gente como políticos usan este sufijo aunque la RAE no lo reconoce.

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In June 2018, student activist Natalia Mira made headlines in Argentina when she used gender-inclusive language in a televised interview.

The 17-year-old was speaking on an upcoming parliamentary vote to legalize abortion and referred to the government representatives, which included both men and women, in a gender-inclusive form that's not yet grammatically accepted, but often used by younger generations.
Related: France has plunged into a struggle over gender-neutral language
LGBTQ and feminist activists have spearheaded a movement to use the letter "e" to diverge from the binary structure of masculine "o" or feminine "a" in Spanish and other Romance Languages. But the Royal Spanish Academy, the leading authority on Spanish grammar and vocabulary, has yet to recognize the need for this shift.

Mira was quickly cut off by the male journalist interviewing her, who told her that in school he had "been taught Spanish." The exchange sparked a national conversation about language that later extended to other Spanish-speaking countries.

For Spanish speakers, talking in gender-inclusive terms is more challenging than for English speakers. For starters, Spanish - like many other Romance languages - is especially binary: Every pronoun, adjective and noun is gendered. And its plural form, when referring to a mixed group of people (even if it's mostly women and just one man), is often the masculine "o." But some Spanish speakers, like Mira, are trying to change that.
Related: French toymakers will work to eliminate gender stereotypes
For years, the "@" symbol or the letter "x" has been used in an attempt to be more inclusive - sometimes even in an English context, where the terms Latino and Latina are often replaced with Latinx. Yet, for some, these forms have flaws: the "@" symbol is still binary - it represents both the masculine "o" and the feminine "a," and the "x" in Spanish can be difficult to pronounce.

The Royal Spanish Academy, founded in 1713 by Spain's King Felipe V with the goal of "uniting the Spanish-speaking world," all of which was ruled by Spain at the time, has yet to accept the growing movement to make Spanish more gender-inclusive with the use of the "e" suffix.

And to this day, the academy continues to be a point of reference for the more than 500 million Spanish speakers worldwide. Every year, dozens of academics and linguists meet in Madrid to update its official dictionary; this year's newcomers are "coronavirus" and "deescalation."

When it comes to gender-inclusive language, though, the Royal Spanish Academy says the form is "artificial and unnecessary" because the masculine-plural already encompasses all genders. Rosalía Vázquez, a copy editor in Ecuador, says grammatically speaking, the academy is correct.
Related: 'Intersex' is counted in Kenya's census - but is this a victory?
But language isn't dictated by what an institution says - it's dictated by how people speak, Vázquez added.

"The most wonderful thing about language is that if people speak a certain way, it inevitably becomes the rule. ... Because language belongs to the people."

Rosalía Vázquez, copy editor, Ecuador

"The most wonderful thing about language is that if people speak a certain way, it inevitably becomes the rule," Vázquez said. "Because language belongs to the people."

The Royal Spanish Academy is slow to accept new words or linguistic trends. Its role is to observe what's going on in various countries and once enough people use a word or syntax, add it to the dictionary.

Vázquez says the very foundation of the academy lies in standardizing the Spanish language. By the 18th century, Spain had noticed that the Spanish being spoken in Latin America was beginning to mix with Indigenous words, creating a fusion of languages. In an attempt to unify the Spanish from Madrid, the monarchy created the academy and enforced a set of rules.

"The academy is a colonialist institution," Vázquez said. "No one can deny it. It was born when [Spain] colonized the Americas and imposed their language."

Over the centuries, the academy has modernized. It's come to accept words like chachay, derived from the Indigenous Quechuan language, used in Ecuador to express a cold sensation (much like the English "brrr"). But the academy's members are still predominately male, white and European.

"The Royal Spanish Academy still has a long way to go before really being inclusive," Vázquez said.

Since Mira's 2018 interview went viral, the gender-inclusive "e" has been increasingly heard in Argentina. The form not only works in the plural to include everyone - for example, "Latines" instead of "Latinos," but in the singular as well - "Latine" instead of Latino or Latina.

Linguistics researcher María Soledad Funes at the University of Buenos Aires says this is crucial because it allows nonbinary people to be included as well.

"... These things take time. And more so if it's a morphological change because that implies a change to the whole grammatical system."

María Soledad Funes, linguistics researcher, University of Buenos Aires

"We don't know yet if this form will stick, or if it will morph into something else, or if it will be lost entirely," Funes said. "But these things take time. And more so if it's a morphological change because that implies a change to the whole grammatical system."

While most linguistic trends develop organically, Funes says this one is particular because it's being done consciously. Most people who use the "e" form do so for political or social reasons - as a protest against centuries of gendered language or to promote full inclusivity on the gender spectrum.

Last year, a council of magistrates in Buenos Aires declared all judges could use gender-inclusive language. And many Argentine universities, like the one Funes teaches at, have accepted its use in official school work as well as communication forums.

Politicians are also publicly using the "e" form. Shortly before winning the election in October 2019, Argentine President Alberto Fernández referred to a group of high school students in the feminine, masculine and nonbinary form.

"This shows us that language is linked to power," said linguist Elena Pérez, from the University of Córdoba, in Argentina. "The way we speak can affect the way we see the world and the way we treat others."

In Argentina, a country polarized by politics, there's been a lot of rejection of gender-inclusive language in part because it's associated with leftist movements. But Pérez says that backlash also has to do with the taboo subject of sex and gender.

"[Sex and gender have] been so repressed, that we can barely even allude to it. ... The strongest insults in our language have to do with sex, particularly with female sexuality."

Elena Pérez, linguist, University of Córdoba, Argentina

"[Sex and gender have] been so repressed, that we can barely even allude to it," Pérez said. "The strongest insults in our language have to do with sex, particularly with female sexuality."

Despite its controversy, the gender-inclusive "e" form is increasingly being used in many Spanish speaking places, including Chile, Mexico, Spain and Puerto Rico.

Copy editor Vázquez, from Ecuador, says that with time, the Royal Spanish Academy will have no choice but to accept gender-inclusive language if enough people are using it. There are many ways to be inclusive in the Spanish language, she adds, and it's a matter of agreeing on which form works best.

"Our culture is changing and no one can stop that," Vázquez said. "What's at risk here is the silencing of many people who want to name the world they see around them."

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Royal Spanish Academy dismisses movement to make Spanish more gender-inclusive

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LGBTQ and feminist activists have spearheaded a movement to use the letter "e" to diverge from the binary structure of masculine "o" or feminine "a" in Spanish. But the Royal Spanish Academy, the leading authority on Spanish grammar and vocabulary, has yet to recognize the need for this shift.

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¿Cuál teoría de lengua dice que que el desarrollo de lengua depende de interacciones sociales con sus padres?

A. Sapir-Whorf
B. Vygotsky
C. Universalismo
D. Piaget

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Este video habla de los diptongos y triptongos. Un diptongo es cuando 2 vocales están en un sílabo. Por ejemplo, en la palabra de ‘agua.’ Para entender lo que es un diptongo, el video muestra las vocales fuertes (a, e, o) y las vocales débiles (i, u). Las vocales fuertes usan la lengua baja de la boca y las vocales débiles usan la lengua cerca del paladar. Cuando una vocal débil y una vocal fuerte están juntos, la pronunciación de la vocal fuerte es más fuerte. Cuando hay tres vocales (que no solo son vocales fuertes), esto se llama un triptongo.

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Este artículo discute la acentuación que es muy confundida por muchos. En español, muchas veces usan un tilde (‘) para enfatizar el estrés de una palabra. La mayoría de las palabras siguen reglas de acentuación. Cuando la sílaba tónica es la última sílaba, y termina con un n, s o vocal, necesita un tilde encima de la vocal. Cuando la sílaba tónica es la penúltima sílaba y la palabra no termina con un n, s, o vocal, necesita un tilde. Siempre necesitan un tilde cuando la sílaba tónica es la sílaba antepenúltima.

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Este artículo enseña que son fonemas, pares mínimos, vocales, y consonantes. Un fonema es un sonido distinto del habla. Hay diferentes alófonos de una fonema que pueden sonar diferente con contextos diferentes. Para identificar fonemas, necesitan buscar por pares mínimos o pares de palabras que tiene los mismos sonidos excepto de uno y significados diferentes. En español hay 5 fonemas vocales y 19 fonemas consonantes. En el artículo, hay una tabla muy útil que describe el tipo de sonido con cada fonema y el uso de diferentes partes de la boca y la garganta.

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spanish phoneme phonemic contrast complementary distribution minimal pair sonorant obstruent inventory

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Este video habla de la razón por la pronunciación diferente de “ll’ de Argentina y Uruguay. Los lingüísticos lo llaman el “yeísmo rehilado'' cuando no hay diferenciación entre los sonidos de “y(ye)” y “ll(eye)”. El rehilado es la fricción o sonido de “sh” en estos fonemas. Hay una teoría del contacto lingüístico que las influencias de portugués, gallego, italiano y francés crearon estas diferencias. También, hay teorías que sea más fácil de pronunciar “posho” que “poyo” (para la palabra de pollo por ejemplo). En 2011, la RAE incluyó estas pronunciaciones oficialmente.

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¿Por qué argentinos y uruguayos pronuncian la LL distinto a los demás hispanohablantes?

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Este artículo da más ejemplos de las jerigonzas. Las jerigonzas o los juegos de la lengua de español es muy similar que "Pig Latin" en inglés. Un ejemplo es hablar en efe y en este caso, repite cada sílaba y reemplaza el consonante con un "f". Por ejemplo, hola se vuele hofolalfa. La jerigonza de "pe" es muy similar. También, una jerigonza común es añadir chi o ti antes de cada sílaba o añadir cha después de cada sílaba.

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Ever wondered if there's a Spanish equivalent to Pig Latin? Well, there is! In fact, there are several gibberish languages () in Spanish, including idioma efe (commonly just called ), , and .

To or hablar con la ( to speak "F"), you just need to keep in mind a few things:

Every syllable of the original word will be repeated.

If the original syllable begins with a consonant, when you repeat it, you replace this consonant with f. For example, (to give) becomes .

If the original consonant begins with a vowel sound, you say an f in front of the vowel. For example, (to the) becomes .

Here are examples of a few common words in Spanish and in efe.

Now let's see how to greet someone in efe!

Instead of , some types of Spanish "Pig Latin" use letters such as or . In some versions, only vowels are repeated, and diphthongs (such as that found in ) are split into different syllables. In others, the repetition of the syllable comes before the original syllable. Let's take a look at some words in these two variations of pe.

Let's see how to greet someone in Vowel-Only "P"!

Crazy, huh?

As you can see, there are lots of different versions of Spanish "Pig Latin." Some are used more in certain countries than in others; efe, for example, is the jerigonza most commonly used in Mexico. is a type of back slang that originated in the River Plate region spanning Argentina and Uruguay. Let's learn a bit about it!

Let's take a look at a few examples of words in Vesre.

Feeling a little backwards? Don't worry! You don't need to know these gibberish languages to speak good Spanish, but they are fun to play around with!

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How to Speak "Pig Latin" in Spanish | SpanishDict

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Ever wondered if there's a Spanish equivalent to Pig Latin? Well, there is! In fact, there are several gibberish languages () in Spanish, including idioma efe (commonly just called ), , and . To or hablar con la ( to speak "F"), you just need to keep in mind a few things: Every syllable of the original word will be repeated.

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Los diminutivos, aumentativos y despectivos

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Los diminutivos, aumentativos y despectivos

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Este artículo de blog discute los diminutivos, aumentativos y despectivos y da ejemplos de cada tipo. Estos son sufijos que se añaden a los sustantivos y adjetivos. Los aumentativos exageran o maximizan las ideas de la palabra e incluyen -acho/a, -erón/erona, ejón/ojona y más. Los diminutivos indican que algo es pequeño o cariño e incluyen -ecito/a. Los despectivos tienen una connotación mala e incluyen -orrio, -aco, y -astro.

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Las palabras simples, compuestas y derivadas

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Las palabras simples, compuestas y derivadas

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Este video habla de las diferencias entre las palabras simples, compuestas y derivadas. Las palabras simples no están hechas de otras palabras como la palabra pan. Las palabras compuestas están formadas de 2 o más palabras como sacapuntas (saca + puntas). Las palabras derivadas tienen la misma raíz pero tienen diferentes afijos que las dan significados diferentes (panadero y pan).

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Concepto de palabras simples, compuestas y derivadas 4°

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Este documenta enseña de la morfología. La morfología es el estudio de las partes de palabras que tienen significado como morfemas. La morfología flexiva crea las variaciones de la misma palabra con afijos que indican género, número, persona, tiempo, modo y caso. Sin embargo, la morfología léxica/derivativa es sobre la formación de palabras nuevas a través de afijos. Por ejemplo, escribir y escritor son morfemas léxicos.

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Este artículo discute las reglas y ejemplos de los verbos del tipo gustar. Estos verbos son diferentes que otros verbos y la traducción al inglés no es exacto en gramática. Para formar una oración, necesita un pronombre objeto indirecto de la recipiente del verbo y el verbo está conjugado al tercer tiempo personal singular o plural. Por ejemplo, si yo quiero el perro, la oración debe ser "me gusta el perro." Hay otras palabras del tipo gustar como encantar, interesar e importar.

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Did you know that gustar is not the most common 'verb like gustar'?

Before I tell you what the most common verb in this category is, I'll explain the question a little further and how I discovered the answer.

Spanish verbs can be grouped into 3 basic structures: normal, reflexive and 'verbs like gustar '.

It seems a shame that this third category doesn't have a better name. But, nonetheless, this verb structure is extremely useful and will be the focus of the rest of the post.
As an aside, this verb category likely gets its English name due to 'gustar' being the most commonly used verb to introduce this topic in Spanish classrooms.
So how do 'verbs like gustar ' work?

Printable Version: Download this PDF version of the most common verbs like gustar to use as a study reference.

How to form 'verbs like gustar'

At first look, the structure of these verbs appears strange but we actually have this sentence structure in English.

Two examples in English would be:

It occurred to me...

The idea seems strange to me...

In Spanish the structure is no different. All you have to do is mentally switch the action of the verb onto yourself (or whoever is receiving the action of the verb).

A few examples with gustar:
English: I like the movie.
English: I don't like cheese.
Literal translation: To me cheese is not pleasing.
Español: No me gusta el queso. Literal translation: The movie is pleasing to me (or more specifically 'to me the movie is pleasing').
Español: Me gusta la película.
If you want to apply these verbs to someone other than yourself, you need to use one of the following 'indirect object pronouns':

Here are a few examples with these indirect objects pronouns in action:

For more details on how to use this verb structure refer back to the podcast on 'How To Use Verbs Like Gustar To Express Your Ideas'. In that episode I go into a lot more depth on how to use these types of verbs.

The importance of high frequency

One of the guiding principles of Real Fast Spanish is that you should learn high frequency words ahead of low frequency words. That's not to say you should ignore low frequency words altogether but what you should do is make a strategic effort to learn high frequency words deliberately.

Moreover, this principle is used as a filter for decision making. It means that when you are first starting out there are hundreds of words you could learn but you can reduce the mental load and increase your ability to communicate more effectively by focusing on the most useful words first.

The reason that this idea is so important is because it speeds up the rate of reaching a conversational level of Spanish.

In this post, I'm going to continue with this guiding principle and provide the most frequently occurring verbs that behave like gustar.

How I determined the most common verbs like gustar

While researching this post I looked high and low to see if a ranking of 'verbs like gustar' had already been done somewhere on the internet.

I looked to the search engines, I looked to frequency studies I have used in the past, I looked in forums and I looked in a few books on the subject of Spanish word frequency.

In the end, I couldn't find what I was looking for.

One of the biggest problems with frequency studies is that often they don't take conjugation into consideration.

For example, in a typical frequency study the words quiero and queries count as two occurrences of the verb querer as opposed to one occurrence for two separate words. This approach makes it difficult to figure out the order of frequency for a specific verb structure such as the subject of this post.
As a matter of interest, the highest occurring 3-gram in English is 'I don't' or 'I do not'. In the data they still counted the contraction of 'do' and 'not' as two sequential words.
So what I decided to do was go about finding the most common 'verbs like gustar' by reviewing the data with the help of a person who has dedicated a career to data analysis- mi novia.

We used a set of data known as ' n-grams ' for the Spanish language.

Put simply, an 'n-gram' is a sequence of 'n' words in any given language. For example, the phrase or sequence of words 'I love you' is a 3-gram in English. And this 3-gram 'I love you' occurs more often than the 3-gram 'I love baskets' or a more random 3-gram 'red high curve'.

Said in another way, the study of 'n-grams' is the study of the occurrence of sequences of words as opposed to individual words on their own.

The next step in determining the frequency of 'verbs like gustar' was to look for 2-grams in Spanish with an indirect object pronoun ( me, te, le, nos etc.) in secession with a verb in the present 3rd person singular or 3rd person plural conjugations.

We then had to remove 2-grams such as ' me dice' which means ' he says to me' because it doesn't follow the structure we are looking for: ' it ___ to me'. Once we removed these 2-grams, we were left with the set of verbs we were looking for.

We later reviewed the data for past imperfect and past simple conjugations to make sure the list doesn't change drastically for different verb tenses.

The results: the most commonly occurring verbs like gustar

The results of the data analysis showed the most commonly occurring 'verbs like gustar' in Spanish in order are:

A few notes on the results:

Parecer is actually the most common 'verb like gustar' if you only use the data for the present tense.

Dar is the most common when you include past conjugations.

1. Dar - to give
So in the next section I will give a few examples to reflect the occurrence of these tenses.
2. Gustar - to like 3. Hacer - to do
How to use these verbs in a Spanish sentence
4. Parecer - to seem 5. Ir - to go 6. Permitir - to permit / allow 7. Interesar - to interest English: It doesn't interest me to go to the beach today.
8. Quedar - to remain Español: No me interesa ir a la playa hoy. 9. Pasar - to pass
This section is the most important part of this post because it's where you put all of the above information into action.
10. Llamar - to call English: What catches your attention in this book?
11. Ocurrir - to occur Español: ¿Qué te llama la atención de este libro? 12. Importar - to be important 13. Dejar - to leave English: This story leaves me with some questions.
14. Llevar - to take Español: Esta historia me deja con algunas preguntas. 15. Poner - to put
Choose a number of these examples and work through them for yourself. Create your own sentences then try them out in your next Spanish conversation.
16. Faltar - to be missing 17. Tocar - to touch 18. Costar - to cost English: What costs you the most to learn Spanish?.19. Venir - to come 20. Encantar - to love Español: ¿Qué es lo que te cuesta más aprender del español? 21. Ofrecer - to offer English: This weekend offers me an opportunity to relax. 22. Servir - to serve 23. Llegar - to arrive English: If a difficult time comes, remember your dream. 24. Resultar - to result English: I still find it difficult to believe his story. 25. Preocupar - to worry
Español: Todavía me resulta difícil creer su historia.
Español: Si te llega un momento difícil, recuerda tu sueño.
Español: E ste fin de semana me ofrece la oportunidad de relajarme.
You can learn about other uses of the Spanish verb dar here.

Learn about other uses of the Spanish verb hacer here.

Learn about other uses of the Spanish verb quedar here.

Learn about other uses of the Spanish verb pasar here.

Ocurrir and pasar are almost completely interchangeable when they are used in this structure. The only difference is that ocurrir is slightly more formal.

Learn about other uses of the Spanish verb llevar here.

Learn about other uses of the Spanish verb poner here.

When you love something or someone in a non-romantic way use this verb.

Verbs like gustar - Practice quiz

To test your knowledge of everything you have read above about verbs like gustar, I have written a practice quiz.

The quiz will help you practice constructions and conjugations with the verbs from the top 25 list.

You can access practice quiz by clicking on the image on the right, or this link:

Practice quiz: Click here to test your knowledge of 'Verbs Like Gustar'.

Summary

'Verbs like gustar' is a great topic to focus your Spanish studies on. And with this post, you now have list of verbs that are essential to know, practice and use.

The best thing about this verb structure is you only have to know the conjugations for the 3rd person singular and the 3rd person plural.

My challenge to you is:

1. Choose five verbs from the list that you haven't used or seen yet.

2. Learn the present, past imperfect and past simple conjugations in the 3rd person for these verbs.

3. Use them as often as you can for the next two weeks.

Once you have these verbs covered, come back and choose another five and go again. ¡ Te viene bien saber estos verbos muy bien!

What sentences can you create using 'verbs like '?

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Did you know that gustar is not the most common 'verb like gustar'? Before I tell you what the most common verb in this category is, I'll explain the question a little further and how I discovered the answer. Spanish verbs can be grouped into 3 basic structures: normal, reflexive and 'verbs like gustar '.

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Este video clarifica la definición de un sintagma y explica cada categoría de los sintagmas. Un sintagma es un grupo de palabras que tiene una función sintáctica en una oración. Dentro de cada sintagma, hay un núcleo o foco del sintagma. Hay sintagma nominal, verbal, adjetival, adverbial y preposicional. Es interesante que un sintagma pueda existir dentro de otro sintagma.

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Este artículo enseña del orden de las palabras en una oración. En inglés, la mayoría de las oraciones tiene el orden de sujeto, verbo y objeto. Sin embargo, hay más flexibilidad en español. Es posible que la oración comience con un verbo o objeto. Aunque cada oración tiene el mismo significado, el énfasis es diferente. También, puede omitir el sujeto de una oración que sigue otra oración. Al final, cuando hay una cláusula relativa, en muchos casos, la oración comienza con el verbo.

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Las oraciones simples, compuestas, y complejas

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Las oraciones simples, compuestas, y complejas

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Este video habla de los tres tipos de oraciones: simples, compuestas y complejas. Hay una definición y un ejemplo por cada categoría. Las oraciones simples solo tiene un verbo y un sujeto. Las oraciones compuestas tienen dos o más verbos. También, este video mencionó tres tipos de oraciones complejas: coordinadas, subordinadas y yuxtapuestas. Las oraciones coordinadas tienen dos cláusulas que son unidas por y, o, pero… y pueden estar solas. Las oraciones yuxtapuestas tienen cláusulas esperadas por un ‘;’. Las oraciones subordinadas tienen cláusula independiente y una cláusula dependiente.

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Oraciones Simples y Complejas/Oraciones Simple y Complejas/Lengua 2 ESO/AulaFacil.com

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Este video explica el origen del español y la influencia en la lengua en la península ibérica. El español es parte de la familia indoeuropea que incluye inglés, alemán, italiano y más. Antes del siglo III A.C, no hubo español y solo hubo las lenguas de las celtas, íberos, tartesios, celtíberos, fenicios y griegos. El imperio romano conquistó la península e impuso las lenguas romances a la gente. Los árabes también influyeron y añadieron muchas palabras. Los reyes católicos influyeron en el aumento de español áurico.

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Este video da ejemplos de las palabras de árabe que están en español. Hay más de 4000 palabras en español de árabe. Los árabes llegaron a España en el año 711. Los árabes se mudaron alrededor del país especialmente en el sur. Hay muchos alimentos que fueron de los árabes como aceite, atún y limón. Muchas palabras también comienzan con ‘al’ porque ‘al’ es un artículo en árabe. Algunos ejemplos son alcohol y algodón. Otros campos que tienen influencias de árabe son la ciencia, lugares y la palabra ‘ojalá.’

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Este artículo discute el latín vulgar. Muchas lenguas romances como el español y francés son de latín vulgar. Este es el latín del tercer siglo CE y después. Hay mucha evidencia de latín vulgar. Un ejemplo muy famoso es el appendix probi. Esto incluye las formas correctas e incorrectas de 227 palabras. También, hay muchos textos religiosos que están escritos en latín vulgar. También, hay mucha evidencia de la fonología de latín vulgar como la pérdida de los vocálicos cortos y largos.

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Vulgar Latin, spoken form of non-Classical Latin from which originated the Romance group of languages.

Later Latin (from the 3rd century ce onward) is often called Vulgar Latin-a confusing term in that it can designate the popular Latin of all periods and is sometimes also used for so-called Proto-Romance ( roman commun), a theoretical construct based on consistent similarities among all or most Romance languages. All three senses of the term Vulgar Latin in fact share common features but, given their different theoretical status, can hardly be called identical or even comparable. When Christianity was officially adopted by the Roman Empire (4th century), Vulgar Latin elements were diffused through certain religious texts. Its "vulgarisms" often called forth apologies from Christian authors, whose false humility seems akin to pride in that they did not succumb to the frivolities of pagan literary style.

Aside from the numerous inscriptions found throughout the empire, there is no shortage of texts in Vulgar Latin. One of the first is the so-called Appendix Probi (3rd-4th centuries ce; "Appendix to Probus['s Grammar]"), which lists correct and incorrect forms of 227 words, probably as an orthographic aid to scribes. That work illustrates some phonological changes that may have already occurred in the spoken language (e.g., loss of unstressed penultimate syllables and loss of final m). The Vulgate, St. Jerome's translation of the Bible (385-404 ce), and some of the works of St. Augustine (354-430 ce) are among Christian works written in Vulgar Latin. Particularly amusing and also linguistically instructive is the so-called Peregrinatio Etheriae ("Pilgrimage of Etheria"), also called Itinerarum Egeriae ("Travel of Egeria"), written probably in the 4th century by a Spanish nun, describing her visit to the Holy Land. Medical and grammatical works also abound from approximately 400 ce to the 7th century (among the writers were the provincials Cosentius, from Gaul; Virgilius Maro, from southern Gaul; and St. Isidore of Sevilla, from Spain).

Some of the characteristics of Vulgar Latin recall popular features of classical and preclassical times and foreshadow Romance developments. In vocabulary, especially, many of the sober classical words are rejected in favour of more colourful popular terms, especially derivatives and diminutives: thus, portare 'to carry' (French porter, Italian portare, etc.) is preferred to ferre; cantare 'to sing again and again' (French chanter Spanish and Portuguese cantar, etc.) to canere; vetulus 'little old man' (Romanian vechi, Italian vecchio, French vieux, etc.) to vetus. In grammar, synthetic constructions typical of Classical Latin are often replaced by analytic; thus, the use of prepositions often makes case endings superfluous. Ad regem for regi 'to the king,' for instance, or anomalous morphological forms are simplified and rationalized (e.g., plus, or magis, sanus for sanior 'healthier'). Shorter, simpler sentences are preferred, and word order tends to become less flexible.

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The most copious evidence for Vulgar Latin is in the realm of phonology, though interpretation of the evidence is often open to dispute, consisting as it does of the confused descriptions of grammarians and the misspellings of bewildered scribes. Much of the evidence points to a strengthening of stress accent during the Late period, leading to the shortening and swallowing of unaccented syllables: thus, viridem 'green' becomes virdem ( verde in several Romance languages); vinea 'vine' becomes vinia (French vigne, Spanish viña 'vineyard,' etc.).

Among other phonological features of Vulgar Latin, probably the most striking is the loss of the system of long and short vowels. On the whole, long vowels became tense and short vowels lax, resulting in a wholesale change in the rhythm of the language. In the texts there is evidence of the confusion of ĭ and ē and of ŭ and ō that has occurred in the western Romance languages. It is to be remembered that even popular Latin verse used measures of vowel length, and there is no evidence to suggest that vowel-length distinctions were lost in vulgar preclassical speech.

An archaic feature that does recur in Vulgar Latin is the loss of word-final m, of which virtually no trace remains in Romance languages. It is possible, however, that the written letter of Classical Latin was no more than an orthographic convention for a nasal twang: in scanning Latin verse, the - m is always run in (elided) before an initial vowel. Reduction of the diphthongs /ae/ (to /ɛ/) and /au/ (to /ɔ/) seems also to be a popular and dialectal feature reflected in Vulgar Latin texts; in the latter case, however, the Romance languages do not support the hypothesis that the diphthong was reduced early, for it remains in Old Provençal and in Romanian and, probably, in early Old French.

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Vulgar Latin, spoken form of non-Classical Latin from which originated the Romance group of languages. Later Latin (from the 3rd century ce onward) is often called Vulgar Latin-a confusing term in that it can designate the popular Latin of all periods and is sometimes also used for so-called

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Este artículo explica el impacto de Alfonso el Sabio. Alfonso el Sabio fue el rey de Castile-León de 1252 a 1284. Tuvo un gran impacto en la lengua española. Él decidió a usar castellano y no usar latín en los campos de educación, religión y más. Tuvo muchos esfuerzos para traducir los textos científicos y literarios de árabe y latín a castellano. Él ayudó a unir el país con una identidad y lengua.

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Alfonso X, king of Castile-León from 1252 until 1284, figures prominently in Spanish history more for his cultural achievements than his political judgment. He recognised the need to unite the disparate Christian communities that he inherited from his father, Ferdinand III of Castile-León.

However, his political goal of administrative reforms and his ambition to become Holy Roman Emperor proved beyond his grasp. He ended up alienating the nobility and towns, deposed by his son, Sancho, and abandoned by his family.

Political failure, however, was more than compensated by his contribution as a scholar (hence his honorific title el Sabio: the Learned) in three fundamental areas vital for the identity and cohesion of a nation: language, law and . In this he probably did more to establish the groundwork for a unified Spanish state than anyone before the Catholic Monarchs, Ferdinand and Isabel, ruled 1474-1516.

Language.
As a scholar, Alfonso valued intellectual accomplishments whatever their source, and in the Iberian Peninsula he could draw upon his own Christian, Roman and Visigothic legacy as well as the wealth of Islamic and Hebraic traditions. His radical contribution was to disseminate with the authority of his royal status the wisdom of these multilingual legacies to his people in Castilian rather than Latin, the universal language of the time, used in diplomacy, education, business, and by the Church.

Amongst Alonso's contributions, too, were commissions to translate scientific and literary works from Arabic or Latin into Castilian. The translation enterprise was vast and carried out in Toledo (already an established centre for translations, but up till then into Latin) and Seville, Alfonso's favourite city. Alfonso's decision to advance Castilian into these fields helped to enrich the language immeasurably. Suddenly exposed to new ideas and new demands, the Castilian language acquired greater syntactic flexibility and a much wider vocabulary as it borrowed abstract, scientific and legal terms from Arabic or Latin.

These were fundamental steps in elevating Castilian, and by extension an important step in making Castile synonymous with Spain. Alfonso's father, Ferdinand III, had already set the trend, by using Castilian in his public record documents.

But Alfonso went further. He made Castilian the working language of his court, becoming one of the first European monarchs to elevate so completely the vernacular tongue. By replacing Latin with Castilian, then, Alfonso was using language as a unifying factor towards the creation of a national identity, with strong patriotic overtones, at a time of fluid boundaries, internal uncertainties and external pressures.

However, Alfonso's privileging of Castilian over Latin should not be seen in isolation. It was part of a wider cultural phenomenon whereby the vernacular was gradually asserting itself in the face of Latin at a time when scholarship was increasingly secularised and challenging the authority of the Church as the source of learning.

Already in the early years of the 13 th century, Alfonso's great grandfather, Alfonso VIII of Castile, had founded the largely secular University of Palencia, ca 1204. Early products of this climate of secularisation were the anonymous Libro de Alexandre (The Book of Alexander) and the Libro de Apolonio (The Book of Apollonius), both inspired by earlier works in Latin.

By this time, Castile's most famous epic poem, the had been composed (around 1200) and the first known literary author in Castilian, the poet-cleric Gonzalo de Berceo (1196?-1264?) was composing a series of poems -the best know being the Milagros de nuestra Senora (The Miracles of Our Lady)- between roughly 1220 to 1260. Another contemporary poem in Castilian was the anonymous Poema de Fernán González (ca.1250) about the founding hero of Castile.

The point is that topics earlier written in Latin -epics, religious works- were now rendered in Castilian, even though -as was most likely the case-the authors of these works were members of the clergy and educated in Latin. This transformation suggests that Castilian was coming of age, and was now able to compete with Latin as a medium for learning (e. g. the deals with the life of Alexander the Great, and his education as well as his military exploits) and for propaganda (e. g. the is meant to inspire devotion for the Virgin).

Like language, law is a potent means towards unity and identity, as the Romans and Visigoths had discovered. Following the chequered advance of the different Christian kingdoms over hundreds of years, there was a pressing need to reform the chaotic state of the law in Castile derived from various sources, e. g. the Visigothic Law.
Fuero Juzgo (Code of Laws), municipal fueros (charters) and common law (i. e. stemming from customs and not statutes). Out of this reform came the Fuero Real (Royal Charter) in 1284.

However, it is the monumental Siete partidas (Seven Divisions) that have earned Alfonso the respect of all lawmakers. It drew on a wide variety of sources, the Fuero Juzgo, the Fuero Real, Roman and church law, the Bible, common law, even literature whose moralising could be molded into a guide for proper conduct. Its genesis seems to have coincided with Alfonso's decision to put himself forward for the title of Holy Roman Emperor, 1256.

Divided into seven parts, the Other Siete partidas is an encyclopaedic work the content of which reaches far beyond the confines of law. As well as a code of law, It is a wide-ranging manual of customs and a guide of social expectations and behaviour. The first partidas deal with: partida, for example, has a discussion on burials, the dimensions of a cemetery and how near to a church it should be, who could be buried in a church, why knights killed in tournaments were excluded, burial expenses and why valuables should not be buried with the dead.

Food -what should be eaten and drunk, the desirability of moderation;

The conduct of the king -how he should sit, dress, behave towards the queen, educate his children etc.;

The qualities necessary to become a knight;

The art of warfare -the role of the cavalry, infantry, military tactics, the use of spies, the function of sentries etc.;

The importance of universities (Alfonso founded appropriately enough the law schools of the University of Salamanca and established its library in 1254, in effect making it -with Oxford and Paris-one of the three great European universities);

Matters such as salaries, student bookstores and the benefits of fresh air, good food and rest;

The partidas set out, too, the full powers of the king, his right to issue laws, do justice, strike money, declare war or peace, establish taxes, fairs, appoint governors, delimit provinces (Hillgarth I 298).

There was resistance to the king's authority from the nobility and towns, wedded as they were to their particular privileges and fueros, and it was not until well into the 14th century that the Partidas were finally made law in Castile.
Recognition of Alfonso's contributions to the codification of laws can be found in a marble relief bust over the gallery doors to the US House of Representatives; his is one of twenty three recognised as the greatest legislators in world history.
Note on Language: At the same time that Castilian was being promoted by Alfonso, Catalan was being advanced in the east of the Peninsula with the conquest of Valencia (1238) and an expanding empire in the Mediterranean. Although technically all this was undertaken by the Crown of Aragón, the driving force was the House of Barcelona, the dynastic name for Catalonia. Linguistically, too, Catalan was enriched by the enormous output of the multifaceted scholar, Raimundo Llull (1232-1315), author of e. g. Blanquerna the first major literary work in Catalan.

The linguistic minorities of Spain -notably Catalan, Basque, Galician- have long fought against the assumption that Castile is Spain. Their objections form the core of the struggle between centralisation and diversity especially since the country's decentralisation following the death of the dictator, General Francisco Franco in 1975.

Barton, Simon Dodds, Jerrilynn. Menocal, MarÍa Rosa and Balbale, Abigail K Alfonso X el Sabio and Colaborators in the Siete Partidas - http://www.asesoriamoran.com/historia_de_la_contabilidad.htm, Public Domain, A History of Spain New York 2 The Arts of Intimacy: Christians, Jews and Muslims in the Making of Castilian Culture New Haven, London 2008 https://commons.wikimedia.org/w/index.php?curid=291898
Gies, David T ed. The Cambridge History of Spanish Literature Cambridge 2009.
González Jiménez, Manuel Alfonso X el sabio 1252-1284 Palencia 1993.
Hillgarth, J.N The Spanish Kingdoms 1250-1516 Oxford 2 vols 1976,1978.
O'Callaghan, Joseph The Learned King: The Reign of Alfonso X of Castile Philadelphia1993.
Image of Alfonso el Sabio: https://en.wikipedia.org/wiki/Alfonso_X_of_Castile
Marble relief of Alfonso X: By USCapitol - Alfonso X, the "Wise" (1221-1284), Public Domain, https://commons.wikimedia.org/w/index.php?curid=21978161
nd ed. 2009.
Burns, Robert I ed Emperor of Culture: Alfonso X the Learned of Castile and His Thirteenth Century Renaissance Philadelphia 1990.
Deyermond, Alan A Literary History of Spain: The Middle Ages London 1971.

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Alfonso X, king of Castile-León from 1252 until 1284, figures prominently in Spanish history more for his cultural achievements than his political judgment. He recognised the need to unite the disparate Christian communities that he inherited from his father, Ferdinand III of Castile-León.

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¿Cuál lengua fue usada más por Alfonso del Sabio?

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¿Cuál lengua fue usada más por Alfonso del Sabio?

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A. Árabe
B. Latín
C. Castellano
D. Vasco

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Este video explora en detalle la relación semántica de la homonimia. La homonimia describe dos palabras que tienen las mismas pronunciaciones pero tienen significados y etimología diferentes. El profesor nos da muchos ejemplos interesantes. La palabra ‘vino’ es un alcohol pero también es el tiempo pasado del verbo venir. Hay dos tipos de homónimos. Las palabras homógrafas se escriben de la misma manera que tienen significados diferentes. Las palabras homófonas se escriben diferente con significados diferentes. Por ejemplo, calló es una conjugación de callar. Cayó es una conjugación de caer. Los dos palabras se pronuncian lo mismo pero se escriben diferentes.

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Este video habla de los roles semánticos. Un rol es el agente y esto hace la acción de la oración por su propia voluntad. El paciente está afectado por la acción del evento. El experimentante experimenta una sensación física o mental. El instrumento expresa el sintagma nominal que permite la finalización de la acción. La causa es similar pero es sin voluntad o conciencia. El recipiente recibe algo y es el objeto indirecto muchas veces. El beneficiario es usado en las situaciones de ‘sin culpa.’ El rol locativo expresa la ubicación y el rol temporal expresa el tiempo.

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Este artículo enseña sobre las relaciones semánticas. La semántica es la estudia de las relaciones entres los significados de las palabras. Las relaciones incluyen monosemia, polisemia, homonimia, sinonimia, antonimia, hiperónimos, e hipónimos. En clase, no hablemos de monosemia e hiperónimos. Monosemia es cuando una palabra solo tiene un significado. Por ejemplo, el analgésico solo tiene un significado. Un hiperónimos es una palabra que por su major extensión significativa incluye otras. Por ejemplo, los animales incluyen insectos, perros, gatos, pez y más.

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La semántica es la ciencia que estudia el significado de las palabras y las relaciones que se establecen entre ellas a través de sus significados. Las relaciones entre el significado y el significante de las palabras crean una serie de fenómenos semánticos:

Una palabra es monosémica cuando tiene un solo significado. Ejemplos: analgésico, centollo, acelga.

Una palabra es polisémica cuando a su significante le corresponden dos o más significados. Todos vienen recogidos en el diccionario en una sola entrada.

El contexto lingüístico en el que aparecen determina el significado de la palabra polisémica. Ej.: curso (escolar)/ curso (del río); nudo (en la garganta)/ nudo (de comunicaciones)/ nudo (de la corbata).

Dos o más palabras son homónimas cuando son iguales en el significante pero varían en el significado. Se diferencia de la polisemia en que en la polisemia sólo existe una palabra origen, mientras que en la homonimia existen dos o más y sus significados no están emparentados. Desde el punto de vista de la pronunciación y la escritura existen dos tipos de homónimos:

Los homónimos homófonos: son aquellos que, a pesar de escribirse de distinta manera, se pronuncian igual. Ej.: tuvo / tubo; haya / aya; sabia / savia; cayo / callo.

Los homónimos homógrafos: se escriben y se pronuncian de la misma forma. Ej.: río (verbo reír)/ río (corriente de agua continua); la corte / el corte; media (mitad de una cosa) / media (calza).

Dos o más palabras son sinónimas cuando tienen distinto significante y el mismo o parecido significado. Los sinónimos pertenecen a la misma categoría gramatical. Muy raramente existe la sinonimia total, es decir, sinónimos que sean totalmente idénticos (ej.: oculista / oftalmólogo).

En cambio la sinonimia parcial es habitual; son palabras que, aunque tengan un mismo significado, presentan matices diferentes (ej.: alterado, conmocionado, inquieto, excitado, trastornado, enfadado, irritado, etc.).

Se produce cuando dos palabras tienen significados opuestos. Hay tres clases de antónimos:

* Graduales: los dos términos se oponen de forma gradual (ej.: calor / frío; entre los dos hay una gradación: frío, tibio, templado, caliente).

* Complementarios: dos palabras se oponen de manera que la afirmación de una implica la exclusión de la otra (ej.: par / impar)

* Recíprocos: dos palabras se oponen de manera que una implica a la otra (ej.: comprar / vender).

Palabras que por su mayor extensión significativa incluyen a otras (ej.: flor incluye amapola, clavel, tulipán, etc. que serían hipónimos).

Palabras que tienen una extensión más reducida y concreta (ej. león, cabra, elefante pertenecen al hiperónimo animales).

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relaciones semánticas: definición y tipos

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RELACIONES SEMÁNTICAS: Definición y tipos

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La semántica es la ciencia que estudia el significado de las palabras y las relaciones que se establecen entre ellas a través de sus significados. Las relaciones entre el significado y el significante de las palabras crean una serie de fenómenos semánticos: Una palabra es monosémica cuando tiene un solo significado.

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Este artículo discute el sistema de los nombres en español. Los nombres pueden ser confundidos por hablantes de inglés. Mucha gente tiene dos apellidos: el primero es del padre y el segundo es de la madre. Solo el primero está pasado con cada generación. También, hay muchos apodos en español. Pepe es un apodo por José y Paco es un apodo de Francisco. Lola es un diminutivo por el nombre de Dolores que expresa cariño.

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One of the "tricky" questions related toSpanish culture is about Spanish names; along with all of the history and tradition involved in Spanish name culture. Imagine you've just arrived in Spain; now, imagine you're introduced to someone named "Pepe García Paredes." You might think his name, based on the order it comes in, is: first name, Pepe; middle name, García; last name, Paredes. But after a week or so in Spain, you will have discovered that García is not his middle name at all, but rather part of his last name. Then you might think, "ok, his name is Pepe and his last name is García-Paredes," (one of those curious hyphenated last names). But no, after another week or so you realize that they are actually two different last names: one is García and the other, Paredes. And then, to complicate things even further, after another week in Spain, you realize that his given name is actually not Pepe, but rather José.

So what on earth is going on here? And are Spanish names really so complicated? The answer, lucky, is no. And actually, once you see what's behind it all, it will be easy to understand the Spanish name system.
Read the Spanish version
Two Last Names?

Let's start with the matter of the two last names. Spaniards have two last names: the first is our father's first last name and the second is our mother's. In Spanish speaking countries, women don't lose their maiden names; they continue using them for all legal purposes even after they're married.

Does that mean Spaniards collect a bunch of different last names? No. The first last name is passed on from generation to generation but the second is lost. Take a look at a practical example: José García Paredes marries María López Garrido; they have a daughter named Rocío, whose last names would be García and López. When Rocío García López has a son with Ricardo Benítez Gomez, named Manuel, his full name is Manuel Benitez García, or Manolo to his friends.

Spanish Nicknames and Diminutives: Pepe, Paco, Lola...

That last example brings us to the question of Spanish nicknames and diminutives. It seems almost everyone in Spain has a nickname, or a "short for" name. The most well known nickname in Spanish is for people named José; the nickname is Pepe, which comes from the abbreviation of the old form of José: "Josepe." Another strange case is the case of Paco, Curro and Pancho, which are all short for Francisco. When it comes to Paco the name supposedly comes from the abbreviation of "Pater Comunitatis," the title given to San Francisco de Asís, the founder of the Franciscan religious order. Curro may come from the abbreviation of Pacurro since "-urro" is a diminutive suffix that's rarely used anymore. Another diminutive that many people think is a proper name, is the legendary Lola. In reality, Lola is just a loving way to call someone named Dolores. From Dolores comes Loles and from Loles, Lola.

Some nicknames or diminutives are simply abbreviations of compound names in an attempt to make these solemn names a little more comfortable to use and lively. Chema, for example, is actually José María; Juancar is actually Juan Carlos; and Juanra is actually Juan Ramón. These kinds of nicknames are especially common with women's names. For example, Rosario becomes Charo; Chelo is Consuelo; Maite is for María Teresa; and María Isabel becomes Merichel.

Some of these nicknames are given for more childish reasons, or to make a very serious name sound more endearing for a child. For example, Goyo is the familiar name used for Gregorio and Chayo for the more serious name Rosario.

And Names that Seem Like Nicknames!

On the other hand, sometimes confusion can happen in reverse; and we may think a given name is actually a nickname. Take the names Paloma, Henar, Pino, Montaña and Pilar for example. These names have nothing to do with birds ( paloma means dove), or a place where hay grows ( henar is hayfield or meadow), or with an evergreen tree ( pino means pine tree), a landform ( montaña means mountain) or a structural support ( pilar is pillar). They are simply names inspired by religion; namesakes to virgins and the places where they were found or they are used to tell these stories.

That may be enough for now, we wouldn't want to make things too confusing... But, we also want to tell you not to worry if Spanish names seem just a little too complicated! You can't imagine the number of Spaniards who for example, don't know that John and Jack can be the same person, or that their Russian friend called Pasha is actually named Pavel!

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All about Spanish Names, Nicknames and Last Names

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One of the "tricky" questions related toSpanish culture is about Spanish names; along with all of the history and tradition involved in Spanish name culture. Imagine you've just arrived in Spain; now, imagine you're introduced to someone named "Pepe García Paredes."

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Este artículo es sobre los cognados y los cognados falsos. Los cognados son palabras de lenguas diferentes que tienen distintas evoluciones fonéticas pero con significados similares. Por ejemplo, hospital en inglés y español significa un lugar donde trabaja el doctor. También, ‘activity’ y ‘actividad’ son sustantivos con el mismo significado. Los cognados falsos son términos que suenan similares en lenguas diferentes pero con significados diferentes. Esto puede ser difícil para los estudiantes que están aprendiendo una lengua. Por ejemplo, ‘asistir’ y ‘assist’ suena similar pero ‘asistir’ significa ‘attend’ y ‘assist’ significa ‘ayudar.’

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Cognados y Falsos Cognados

Resumen

Los cognados son palabras en distintos idiomas que tienen ortografía y significado similar. Ellos pueden ayudar a los alumnos de segundo idioma con la expansión del vocabulario y la lectura de tareas de comprensión, pero los falsos amigos son pares de palabras en dos idiomas que se perciben como similares, pero tienen distintos significados.

Palabras clave: Cognados, falsos cognados o falsos amigos, inglés.

Abstract

Cognates are words in different languages that have similar spelling and meaning. They can help second-language learners with vocabulary expansion and reading comprehension tasks, but false friends are pairs of words in two languages that are perceived as similar but have diﬀerent meanings.

Keywords: Cognates, false cognates or false friends, English.

C O G N A D O S

Origen: De acuerdo a las investigaciones el origen de los cognados son rastros del parentesco que conservan distintas lenguas, también es la influencia de una lengua sobre otra. Estas palabras surgen como consecuencia del amoldamiento de préstamos lingüísticos.

Los cognados son términos con el mismo origen etimológico, pero con distinta evolución fonética. Estas palabras comparten significado, ortografía y pronunciación similares en los idiomas. En la siguiente tabla podemos ver algunos ejemplos de cognados reales en inglés.

FALSOS COGNADOS O FALSOS AMIGOS

El termino de falso amigo es un calco semántico del francés fauxami y fue usado por primera vez por Koessler y Derocquigny en su libro Les faux-amis ou les trahisons du vocabulaire anglais ('Los falsos amigos o las traiciones del vocabulario inglés') de 1928.

Los falsos cognados o falsos amigos reconocen un origen común el latín pero evolucionaron con significado determinado en inglés y con otro parcial o totalmente diferente en castellano. Estas palabras son muy parecidas en nuestro idioma pero tienen un sentido distinto y en ocasiones con sentido opuesto.

En la tabla se presentan ejemplos de falsos cognados en inglés con su significado y en la primer columna sombreada de color verde se pueden ver las palabras en Español que se supone pensamos que era el significado del falso cognado, y en la segunda columna verde tenemos la palabra que corresponde en inglés.

Bibliografía

Wikipedia http://es.wikipedia.org/wiki/Falso_amigo

Wikipedia http://es.wikipedia.org/wiki/Cognado

website Scribd Inc http://es.scribd.com/doc/48598851/Cognados-y-Falsos-Cognados

Profesor de Escuela Preparatoria No. 3

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Universidad Autónoma del Estado de Hidalgo

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Resumen Los cognados son palabras en distintos idiomas que tienen ortografía y significado similar. Ellos pueden ayudar a los alumnos de segundo idioma con la expansión del vocabulario y la lectura de tareas de comprensión, pero los falsos amigos son pares de palabras en dos idiomas que se perciben como similares, pero tienen distintos significados.

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Las estadísticas de los hispanos en los EEUU

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Las estadísticas de los hispanos en los EEUU

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Este sitio web da muchas estadísticas de los porcentajes de los hispanohablantes de los EEUU. Nosotros aprendimos que es un grupo muy diverso y por eso puede ser muy difícil para cuantificar esto. Según el census de 2019, hay 60.5 millones de hispanos en los EEUU. Esto es 18.4 por ciento de la población total. La mayoría de los hispanos son de México. Otra cosa interesante es que 71.1 por ciento de los hispanos hablan una lengua que no es inglés en sus casas. 70.5 por ciento de los hispanos ha graduado de la escuela preparatoria.

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Map of the US with the top 10 states displaying the
largest Hispanic/Latino population according to the Census Bureau

This ethnic group includes any person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. According to 2020 Census data, there are 62.1 million Hispanics living in the United States. This group represents 18.9 percent of the total U.S. population, the nation's second largest racial or ethnic group after non-Hispanic whites. In 2020, among Hispanic subgroups, Mexicans ranked as the largest at 61.6 percent. Following this group are Puerto Ricans (9.6 percent), Central Americans (9.3 percent), South Americans (6.4 percent), Other Hispanic/Latino (including Spanish) (5.8 percent), and Cuban (3.9 percent). In 2020, states with the largest Hispanic populations were Arizona, California, Colorado, Florida, Illinois, Nevada, New Jersey, New Mexico, New York, and Texas. In 2020, 25.7 percent of Hispanics were under the age 18 compared to 53 percent of non-Hispanic whites.

Language fluency varies among Hispanic subgroups who reside within the mainland United States. 2019 census data shows that 71.1 percent of Hispanics speak a language other than English at home, including 70.4 percent of Mexicans, 58.9 percent of Puerto Ricans, 77.7 percent of Cubans, 86.2 percent of Central Americans. 28.4 percent of Hispanics state that they are not fluent in English.

According to 2019 U.S. Census Bureau data, 71.8 percent of Hispanics in comparison to 94.6 percent non-Hispanic whites had a high school diploma or higher. 18.8 percent of Hispanics in comparison to 40.1 percent of non-Hispanic whites had a bachelor's degree or higher. 5.7 percent of Hispanics held a graduate or advanced professional degree, as compared to 15.1 percent of the non-Hispanic white population.

According to a U.S. Bureau of Labor Statistics 2021 data, 22.9 percent of Hispanics, in comparison to 15.0 percent non-Hispanic whites, worked within service occupations. 24.5 percent of Hispanics in comparison to 42.8 percent of whites worked in managerial or professional occupations. Among full-time year-round workers in 2020, the average Hispanic/Latino median household income was $55,321 in comparison to $74,912 for non-Hispanic white households. In 2020, the unemployment rate for Hispanics was 10.4, as compared to 7.5 for non-Hispanic whites according to the U.S. Bureau of Labor Statistics. In 2020, the U.S. Census Bureau reported that 17 percent of Hispanics in comparison to 8.2 percent of non-Hispanic whites were living at the poverty level.

It is significant to note that Hispanics have the highest uninsured rates of any racial or ethnic group within the United States. In 2020, the Census Bureau reported that 49.9 percent of Hispanics had private insurance coverage, as compared to 73.9 percent for non-Hispanic whites. Among Hispanic subgroups, examples of coverage varied: 47.9 percent of Mexicans, 56.3 percent of Puerto Ricans, 57.4 percent of Cubans, 41.7 percent of Central Americans. In 2020, 35.9 percent of all Hispanics had Medicaid or public health insurance coverage, as compared to 33.8 percent for non-Hispanic whites. Public health insurance coverage varied among Hispanic subgroups: 36.4 percent of Mexicans, 43.7 percent of Puerto Ricans, 33.7 of Cubans, and 33.0 percent of Central Americans. Those without health insurance coverage varied among Hispanic subgroups: 20.3 percent of Mexicans, 8.0 percent of Puerto Ricans, 14.0 percent of Cubans and 19.4 percent of Central Americans. In 2020, 18.3 percent of the Hispanic population was not covered by health insurance, as compared to 5.4 percent of the non-Hispanic white population per Census Bureau report.

According to 2020 Census Bureau projections, the 2060 life expectancies at birth for Hispanics are 86.5 years, with 88.2 years for women, and 84.8 years for men. For non-Hispanic whites, the projected life expectancies are 85.6 years, with 87.4 years for women, and 84.0 years for men. Hispanic health is often shaped by factors such as language/cultural barriers, lack of access to preventive care, and the lack of health insurance. According to 2019 data from the Centers for Disease Control and Prevention, some of the leading causes of death among Hispanics include cancer, heart disease, unintentional injuries (accidents), stroke and other cerebrovascular diseases, diabetes, and Alzheimer's disease. In 2020, the leading cause of death for Hispanics was COVID-19. Some other causes of mortality that significantly affect Hispanics include chronic lower respiratory diseases (including asthma and chronic obstructive pulmonary disease), liver disease, influenza and pneumonia, suicide, and kidney disease.

Hispanics have higher rates of obesity than non-Hispanic whites. There also are disparities among Hispanic subgroups. For instance, the rate of low birthweight infants is higher for the total Hispanic population in comparison to non-Hispanic whites, and Puerto Ricans have the highest rates of low birthweights among Hispanics.

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Summaries of detailed demographic and health data, including incidence prevalence, and mortality of diseases and related health conditions impacting Hispanic/Latino Americans.

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Este video de TED discute 'Spanglish.' La oradora habló de sus dificultades para ser bilingüe. Según la oradora dijo que ‘Spanglish’ es una lengua única que representa la completad de las dos lenguas. También, ella usa mucho el cambio de código. Sin embargo para hacerlo, necesita saber las dos lenguas buenas. El cambio de código es natural y espontáneo. El ‘Spanglish’ también representa la identidad de muchos latinos que viven en los EEUU.

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Spanglish is a Language Too! | Alondra Posada | TEDxYouth@UrsulineAcademy

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Este video fue muy divertido y tradujo las expresiones en español al inglés. Los hablantes de inglés tuvieron que explicar el significado. Por ejemplo, la frase de ‘por si las moscas’ cuando está traducida es ‘for if the flies’ pero en realidad la frase significa ‘por si acaso.’ También, ‘caer gordo’ cuando es traducido es ‘to fall fat’ y la gente pensó que significa ser embarazada o gorda pero en realidad significa ‘no me caes bien.’ Este video demuestra que la cultura afecta la lengua y todas las frases no pueden ser traducidas de forma literal.

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Qué pasa si traducimos expresiones en español al inglés de forma literal