Find out why "hay" is always singular, why there are so many more irregulars in the preterite than the imperfect, where "boot" and "-zco" irregulars come from, and much more.
The top 10 reasons why Spanish is specialJudy Hochberg
What makes Spanish special? This presentation highlights the special, and even unique, aspects of Spanish language history, pronunciation, vocabulary, grammar, and punctuation.
The top 10 ways that spanish isn't specialJudy Hochberg
These core aspects of Spanish, which may seem peculiar to a native speaker of English, turn out to be surprisingly normal when considered in a broader linguistic context.
Top 10 spanish quotations of linguistic interestJudy Hochberg
These ten quotations from Spanish literature, from Old Spanish to Cervantes to 2011, illustrate key aspects of the Spanish language yesterday and today.
The top 10 books on spanishlinguist.us's bookshelfJudy Hochberg
These ten books, by American, British, and Spanish authors, cover linguistic topics from the history of the Spanish language, to etymology, grammar, spelling, dialectal variation, and the psychology of language.
The document discusses the use of definite and indefinite articles in Spanish. It explains that the definite article (el, la, los, las) changes based on whether the noun is masculine or feminine, singular or plural. It also notes some cases where the definite article is used in Spanish but not English, such as with languages and days of the week. The indefinite article (un, una, unos, unas) also changes form based on the noun's gender and number. It provides examples of when the indefinite article is not used in Spanish where it would be used in English, like with nationalities, jobs, or after "no tener" in negative sentences.
Jenny Urbina is a 29-year-old Spanish speaker from Colombia who has lived in the United States for 10 years. She is married with three young children and speaks Spanish at home. The document provides background on the Spanish language, including its roots in Latin and differences from English like pronunciation of letters. It analyzes common errors Spanish speakers make in English, such as omitting prepositions and using "no" instead of "not". Implications are that curriculum should address these specific challenges for Spanish L1 students.
The document provides an overview of noun phrases in Spanish. It discusses the basic structure of Spanish noun phrases, which can include optional determiners, adjective phrases, nouns, and prepositional phrases. It also notes some key differences between Spanish and English noun phrases, such as agreement of adjectives and determiners with nouns in terms of number and gender. Examples of common determiners, such as articles and possessives, are also presented along with notes on adjectives, nouns, and using the dictionary to look up parts of speech.
Definite articles in Spanish indicate a specific noun and agree with the noun's gender and number. Every Spanish noun is either masculine or feminine. The definite articles are el for masculine singular nouns, los for masculine plural nouns, la for feminine singular nouns, and las for feminine plural nouns. Spanish and other Romance languages have gendered nouns, which English does not, as they originated from Latin.
The top 10 reasons why Spanish is specialJudy Hochberg
What makes Spanish special? This presentation highlights the special, and even unique, aspects of Spanish language history, pronunciation, vocabulary, grammar, and punctuation.
The top 10 ways that spanish isn't specialJudy Hochberg
These core aspects of Spanish, which may seem peculiar to a native speaker of English, turn out to be surprisingly normal when considered in a broader linguistic context.
Top 10 spanish quotations of linguistic interestJudy Hochberg
These ten quotations from Spanish literature, from Old Spanish to Cervantes to 2011, illustrate key aspects of the Spanish language yesterday and today.
The top 10 books on spanishlinguist.us's bookshelfJudy Hochberg
These ten books, by American, British, and Spanish authors, cover linguistic topics from the history of the Spanish language, to etymology, grammar, spelling, dialectal variation, and the psychology of language.
The document discusses the use of definite and indefinite articles in Spanish. It explains that the definite article (el, la, los, las) changes based on whether the noun is masculine or feminine, singular or plural. It also notes some cases where the definite article is used in Spanish but not English, such as with languages and days of the week. The indefinite article (un, una, unos, unas) also changes form based on the noun's gender and number. It provides examples of when the indefinite article is not used in Spanish where it would be used in English, like with nationalities, jobs, or after "no tener" in negative sentences.
Jenny Urbina is a 29-year-old Spanish speaker from Colombia who has lived in the United States for 10 years. She is married with three young children and speaks Spanish at home. The document provides background on the Spanish language, including its roots in Latin and differences from English like pronunciation of letters. It analyzes common errors Spanish speakers make in English, such as omitting prepositions and using "no" instead of "not". Implications are that curriculum should address these specific challenges for Spanish L1 students.
The document provides an overview of noun phrases in Spanish. It discusses the basic structure of Spanish noun phrases, which can include optional determiners, adjective phrases, nouns, and prepositional phrases. It also notes some key differences between Spanish and English noun phrases, such as agreement of adjectives and determiners with nouns in terms of number and gender. Examples of common determiners, such as articles and possessives, are also presented along with notes on adjectives, nouns, and using the dictionary to look up parts of speech.
Definite articles in Spanish indicate a specific noun and agree with the noun's gender and number. Every Spanish noun is either masculine or feminine. The definite articles are el for masculine singular nouns, los for masculine plural nouns, la for feminine singular nouns, and las for feminine plural nouns. Spanish and other Romance languages have gendered nouns, which English does not, as they originated from Latin.
This document discusses how English is a Germanic language based on its phonological and morphological features. It outlines several sound changes that occurred in Proto-Germanic languages according to Grimm's Law and Verner's Law. Morphologically, it notes that English simplified the verb and noun systems of Proto-Indo-European and developed "strong" and "weak" distinctions in verbs and adjectives. It also discusses the loss of case endings in English nouns and the development of the definite article.
Scandinavian languages (The North Germanic languages)Marina Malaki
The North Germanic languages, also called Scandinavian languages, are spoken by about 20 million people in Scandinavia. They include Norwegian, Danish, Swedish, Icelandic, and Faroese. These languages share several distinctive grammatical features like adding definite articles as suffixes to nouns. While they derive from a common Proto-Germanic ancestor and share many sound changes, political and cultural developments over time have led to some differences in vocabulary between the languages. The oldest written records that show features of Scandinavian languages are runic inscriptions from the 8th to 11th centuries, while manuscripts in Latin script from the 12th century on provide more materials in Old Norse, the main representative of the older forms of these languages.
This document compares and contrasts key differences between French and English grammar and pronunciation. It notes that while French is a Romance language and English is Germanic, the two languages have influenced each other due to the Norman invasion. Some differences discussed include pronunciation of letters like "h" and "th", verb conjugation, use of articles and plural forms, and formation of possessive nouns. Examples are provided of common errors made by French English language learners, such as incorrect verb tense and subject-verb agreement.
Vietnamese is a Mon-Khmer language that was influenced by Chinese script but later adopted the Roman alphabet. It has three main dialects and is a tonal language where pitch influences word meaning. Vietnamese is a syllable-based language without inflectional endings, while English is a stress-based language that uses inflection and different rules for plurals, verbs, and word order. These structural differences can cause pronunciation, spelling, conjugation, and word order errors for Vietnamese English language learners. Teachers should learn about a student's first language to better support them.
This document discusses language and gender, including gender-specific language which uses different pronouns according to gender, gender-neutral language which aims to not make assumptions about gender, and genderless languages which have no grammatical gender. It also summarizes Robin Lakoff's influential work from 1975 on women's language, outlining linguistic features she claimed characterized women's speech such as hedge phrases, tag questions, and intensifiers.
This document analyzes errors made by a French student named Ann who has been learning English for over 30 years in the U.S. An analysis of 46 errors found verb tenses, subject-verb agreement, and adjectives/adverbs to be the most common issues. The document then provides background on the French language and compares features of French and English phonology, syntax, morphology, and writing systems. It concludes with instructional implications, suggesting activities to help Ann practice areas of difficulty like verb tenses and subject-verb agreement.
Sir William Jones realized that Sanskrit, ancient Indian language, shared similarities with European languages like Greek and Latin. He proposed they all descended from a common ancestor, Proto-Indo-European. Proto-Indo-European influenced languages like Germanic, Celtic, Italic, and Indo-Iranian. The document then discusses evidence for Proto-Indo-European through cognates in different languages and periods of change for the English language from Old to Modern English due to multiple influences.
The document provides information comparing the English and Tagalog languages. It discusses some key differences between the two languages, such as Tagalog having fewer consonant sounds than English, verbs being regular tense rather than having different forms, and sentences following a VSO rather than SVO structure. It also presents examples of errors made by a Filipino student named Rica in learning English, and provides instructional implications and strategies for addressing challenges like past tense formation and differences in word stress between the two languages.
The document discusses the Proto-Indo-European (PIE) language and its descendants. PIE was spoken by an important part of Europe and Asia over 5,000 years ago, and is the ancestor to many modern languages including English, Spanish, French, German and more. The document outlines some of the key features of PIE such as its phonology, morphology, and syntax. It also shows how reconstructed PIE vocabulary and grammar can be identified by comparing cognates across related Indo-European languages.
This document discusses the linguistic features of Germanic languages, focusing on morphology. It describes the morphological systems of nouns, adjectives, and pronouns in Old Germanic languages. It outlines the different types of noun stems and declensions. It also discusses the verbal system, including strong and weak verbs. Finally, it provides examples of distinctive Germanic vocabulary.
This document provides an introduction to phonetics and phonology, the linguistic subfields concerned with speech sounds. It explains that phonetics studies the physical properties of speech sounds, while phonology studies how sounds are represented mentally within languages. The document then introduces the International Phonetic Alphabet (IPA), which provides symbols to accurately represent all speech sounds across languages. It presents the IPA symbols for the basic consonant and vowel sounds in North American English, explaining the symbols and their pronunciation values. The goal is to establish a systematic way to transcribe sounds beyond English spelling conventions.
This article covers Spanish accent marks -- including how and when to use them, and why certain Spanish letters and words use accents when their English counterparts do not.
The document compares and contrasts features of the French and English languages. It discusses how French is spoken internationally and in 5 countries. Key differences outlined include French having nasal vowels, uvular r sounds, diacritical marks, and silent letters. French morphology is more inflected than English with words agreeing in gender and number. The syntax of both languages is similar with subject-verb-object formation, but French uses more pronouns and prepositions.
The document discusses some phonological features of Jamaican-Caribbean English creoles compared to American English, including TH-stopping, H-dropping, rhoticity, unreduced vowels in weak syllables, and zero plural markers. It provides examples of each feature and links to additional audio examples and references on creole phonology.
While English has borrowed much vocabulary from non-Germanic languages, it remains a Germanic language in its core structure and sounds. English shares phonological innovations with other Germanic languages that differentiate it from other Indo-European families. The morphology of English also differs from other Indo-European languages in its verb systems, voices, moods and tenses. English is most closely related to the West Germanic Anglo-Frisian subdivision.
The document discusses the history and development of the English language from its origins to modern times. It can be divided into three main periods: Old English (450-1100 AD), Middle English (1100-1500 AD), and Modern English (1500-present). Over the centuries, English has been influenced by Latin, French, Norse, and other languages it came into contact with through events like the Norman conquest and British colonial expansion. Today English continues to evolve and borrow new words from other languages.
The document provides an overview of the Spanish alphabet by listing each letter and describing its pronunciation. It notes some key differences from English pronunciations and exceptions. For example, c and z can each have two different sounds depending on their placement in words, g has three possible sounds, and ll and ch were previously considered separate letters. The summary covers the core pronunciation rules for each letter in 3 sentences or less.
1) In 1786, Sir William Jones suggested that languages from different geographical areas had a common ancestor, launching the field of linguistic investigation into language history and change.
2) The Proto-Indo-European language is reconstructed as the common ancestor of Indo-European languages based on comparative methods analyzing cognates across languages.
3) English history is usually divided into Old English, Middle English, and Modern English periods, with each experiencing changes in sounds, syntax, borrowing, and meanings due to various influences over time.
The document outlines presentations for a language learning class. Mingma Lama will present on Nepali and Hindi, focusing on their similarities as Indo-Aryan languages descended from Sanskrit. They share a writing script, grammatical structures, and some vocabulary due to their close linguistic relationship. Lila Laizinou will present on Greek and Italian, noting their shared roots in the Latin language family. Both are inflected, synthetic languages with productive derivational systems. They also have similar word order and phonological features like stress.
The document discusses English as a member of the Indo-European language family. It explains that English originated from a prehistoric ancestor language called Proto-Indo-European. Over thousands of years, Proto-Indo-European split into various dialects that evolved into the modern Indo-European languages. While English retains the basic structure of its Germanic origins, it has borrowed extensively from other Indo-European languages like Latin, Greek, and its Germanic neighbors. As a result, over half of the basic roots found in the reconstructed Proto-Indo-European language are now represented in Modern English vocabulary through borrowing.
Este documento presenta una lista de palabras en español con sus posibles traducciones o significados alternativos al inglés, incluyendo pronombres personales como "you", formas de "to be", "to know", verbos como "play" y "hurt", preposiciones como "for" y "that", conceptos gramaticales como sustantivos masculinos/femeninos, tiempos verbales como el pasado, modos como el subjuntivo e indicativo, y pronombres como "su", "her", "his", "your", "their".
This document discusses how English is a Germanic language based on its phonological and morphological features. It outlines several sound changes that occurred in Proto-Germanic languages according to Grimm's Law and Verner's Law. Morphologically, it notes that English simplified the verb and noun systems of Proto-Indo-European and developed "strong" and "weak" distinctions in verbs and adjectives. It also discusses the loss of case endings in English nouns and the development of the definite article.
Scandinavian languages (The North Germanic languages)Marina Malaki
The North Germanic languages, also called Scandinavian languages, are spoken by about 20 million people in Scandinavia. They include Norwegian, Danish, Swedish, Icelandic, and Faroese. These languages share several distinctive grammatical features like adding definite articles as suffixes to nouns. While they derive from a common Proto-Germanic ancestor and share many sound changes, political and cultural developments over time have led to some differences in vocabulary between the languages. The oldest written records that show features of Scandinavian languages are runic inscriptions from the 8th to 11th centuries, while manuscripts in Latin script from the 12th century on provide more materials in Old Norse, the main representative of the older forms of these languages.
This document compares and contrasts key differences between French and English grammar and pronunciation. It notes that while French is a Romance language and English is Germanic, the two languages have influenced each other due to the Norman invasion. Some differences discussed include pronunciation of letters like "h" and "th", verb conjugation, use of articles and plural forms, and formation of possessive nouns. Examples are provided of common errors made by French English language learners, such as incorrect verb tense and subject-verb agreement.
Vietnamese is a Mon-Khmer language that was influenced by Chinese script but later adopted the Roman alphabet. It has three main dialects and is a tonal language where pitch influences word meaning. Vietnamese is a syllable-based language without inflectional endings, while English is a stress-based language that uses inflection and different rules for plurals, verbs, and word order. These structural differences can cause pronunciation, spelling, conjugation, and word order errors for Vietnamese English language learners. Teachers should learn about a student's first language to better support them.
This document discusses language and gender, including gender-specific language which uses different pronouns according to gender, gender-neutral language which aims to not make assumptions about gender, and genderless languages which have no grammatical gender. It also summarizes Robin Lakoff's influential work from 1975 on women's language, outlining linguistic features she claimed characterized women's speech such as hedge phrases, tag questions, and intensifiers.
This document analyzes errors made by a French student named Ann who has been learning English for over 30 years in the U.S. An analysis of 46 errors found verb tenses, subject-verb agreement, and adjectives/adverbs to be the most common issues. The document then provides background on the French language and compares features of French and English phonology, syntax, morphology, and writing systems. It concludes with instructional implications, suggesting activities to help Ann practice areas of difficulty like verb tenses and subject-verb agreement.
Sir William Jones realized that Sanskrit, ancient Indian language, shared similarities with European languages like Greek and Latin. He proposed they all descended from a common ancestor, Proto-Indo-European. Proto-Indo-European influenced languages like Germanic, Celtic, Italic, and Indo-Iranian. The document then discusses evidence for Proto-Indo-European through cognates in different languages and periods of change for the English language from Old to Modern English due to multiple influences.
The document provides information comparing the English and Tagalog languages. It discusses some key differences between the two languages, such as Tagalog having fewer consonant sounds than English, verbs being regular tense rather than having different forms, and sentences following a VSO rather than SVO structure. It also presents examples of errors made by a Filipino student named Rica in learning English, and provides instructional implications and strategies for addressing challenges like past tense formation and differences in word stress between the two languages.
The document discusses the Proto-Indo-European (PIE) language and its descendants. PIE was spoken by an important part of Europe and Asia over 5,000 years ago, and is the ancestor to many modern languages including English, Spanish, French, German and more. The document outlines some of the key features of PIE such as its phonology, morphology, and syntax. It also shows how reconstructed PIE vocabulary and grammar can be identified by comparing cognates across related Indo-European languages.
This document discusses the linguistic features of Germanic languages, focusing on morphology. It describes the morphological systems of nouns, adjectives, and pronouns in Old Germanic languages. It outlines the different types of noun stems and declensions. It also discusses the verbal system, including strong and weak verbs. Finally, it provides examples of distinctive Germanic vocabulary.
This document provides an introduction to phonetics and phonology, the linguistic subfields concerned with speech sounds. It explains that phonetics studies the physical properties of speech sounds, while phonology studies how sounds are represented mentally within languages. The document then introduces the International Phonetic Alphabet (IPA), which provides symbols to accurately represent all speech sounds across languages. It presents the IPA symbols for the basic consonant and vowel sounds in North American English, explaining the symbols and their pronunciation values. The goal is to establish a systematic way to transcribe sounds beyond English spelling conventions.
This article covers Spanish accent marks -- including how and when to use them, and why certain Spanish letters and words use accents when their English counterparts do not.
The document compares and contrasts features of the French and English languages. It discusses how French is spoken internationally and in 5 countries. Key differences outlined include French having nasal vowels, uvular r sounds, diacritical marks, and silent letters. French morphology is more inflected than English with words agreeing in gender and number. The syntax of both languages is similar with subject-verb-object formation, but French uses more pronouns and prepositions.
The document discusses some phonological features of Jamaican-Caribbean English creoles compared to American English, including TH-stopping, H-dropping, rhoticity, unreduced vowels in weak syllables, and zero plural markers. It provides examples of each feature and links to additional audio examples and references on creole phonology.
While English has borrowed much vocabulary from non-Germanic languages, it remains a Germanic language in its core structure and sounds. English shares phonological innovations with other Germanic languages that differentiate it from other Indo-European families. The morphology of English also differs from other Indo-European languages in its verb systems, voices, moods and tenses. English is most closely related to the West Germanic Anglo-Frisian subdivision.
The document discusses the history and development of the English language from its origins to modern times. It can be divided into three main periods: Old English (450-1100 AD), Middle English (1100-1500 AD), and Modern English (1500-present). Over the centuries, English has been influenced by Latin, French, Norse, and other languages it came into contact with through events like the Norman conquest and British colonial expansion. Today English continues to evolve and borrow new words from other languages.
The document provides an overview of the Spanish alphabet by listing each letter and describing its pronunciation. It notes some key differences from English pronunciations and exceptions. For example, c and z can each have two different sounds depending on their placement in words, g has three possible sounds, and ll and ch were previously considered separate letters. The summary covers the core pronunciation rules for each letter in 3 sentences or less.
1) In 1786, Sir William Jones suggested that languages from different geographical areas had a common ancestor, launching the field of linguistic investigation into language history and change.
2) The Proto-Indo-European language is reconstructed as the common ancestor of Indo-European languages based on comparative methods analyzing cognates across languages.
3) English history is usually divided into Old English, Middle English, and Modern English periods, with each experiencing changes in sounds, syntax, borrowing, and meanings due to various influences over time.
The document outlines presentations for a language learning class. Mingma Lama will present on Nepali and Hindi, focusing on their similarities as Indo-Aryan languages descended from Sanskrit. They share a writing script, grammatical structures, and some vocabulary due to their close linguistic relationship. Lila Laizinou will present on Greek and Italian, noting their shared roots in the Latin language family. Both are inflected, synthetic languages with productive derivational systems. They also have similar word order and phonological features like stress.
The document discusses English as a member of the Indo-European language family. It explains that English originated from a prehistoric ancestor language called Proto-Indo-European. Over thousands of years, Proto-Indo-European split into various dialects that evolved into the modern Indo-European languages. While English retains the basic structure of its Germanic origins, it has borrowed extensively from other Indo-European languages like Latin, Greek, and its Germanic neighbors. As a result, over half of the basic roots found in the reconstructed Proto-Indo-European language are now represented in Modern English vocabulary through borrowing.
Este documento presenta una lista de palabras en español con sus posibles traducciones o significados alternativos al inglés, incluyendo pronombres personales como "you", formas de "to be", "to know", verbos como "play" y "hurt", preposiciones como "for" y "that", conceptos gramaticales como sustantivos masculinos/femeninos, tiempos verbales como el pasado, modos como el subjuntivo e indicativo, y pronombres como "su", "her", "his", "your", "their".
This document discusses the formation and use of the imperfect subjunctive in Spanish. It states that the imperfect subjunctive is formed by taking the ellos form of the preterite verb and removing -ron, then adding subjunctive endings. It provides examples of regular verbs, stem-changing verbs, and irregular preterite stems. It also notes a second form used in Spain with -se endings and discusses contexts that require the imperfect subjunctive, such as past tense main clauses and conditional clauses.
The document discusses the subjunctive mood in Spanish and provides guidelines for its use. It defines the subjunctive as describing subjective or hypothetical actions rather than factual ones. It outlines the present, imperfect, present perfect, and pluperfect subjunctive tenses. It also presents the WEIRDO acronym to help remember situations that take the subjunctive: wishes, emotions, impersonal expressions, requests, doubts, and opinions. Irregular verb forms are also covered.
The document discusses the preterite tense in Spanish. It notes that the preterite tense is used to describe actions or states that were completed in the past. It then provides details on how to form the preterite tense for different types of regular and irregular verbs. This includes changes to stem vowels and endings for verbs like -car, -gar, -zar, -ir, and -er verbs. It also lists several common irregular preterite verb forms.
Este documento presenta los 100 verbos regulares más usados en inglés, junto con las reglas para conjugarlos en pasado simple. Explica que el pasado simple y el participio pasado tienen la misma forma en los verbos regulares. Detalla cuatro casos para formar el pasado agregando "-ed", cambiando "y" a "i" o doblando consonantes, dependiendo de cómo termina el verbo en presente.
The document discusses perfect infinitives in English and Spanish. In English, the perfect infinitive is formed with "to have" and the past participle, expressing that the action happened in the past. Spanish forms it similarly with "haber" and the past participle. The perfect infinitive can follow certain verbs in both languages. It also discusses the differences between the Spanish verbs "ser" and "estar", noting that "estar" expresses a state of being while "ser" can imply a permanent characteristic when used with adjectives or a caused action when used with a past participle.
The document discusses the perfect infinitive in English and Spanish. In English, it is formed with "to have" and the past participle, expressing that the action occurred in the past. Similarly, in Spanish it uses "haber" and the past participle. It can follow certain verbs in past or present tense. The document also discusses nuances between using "ser" and "estar" in Spanish, particularly with the verb "morir", where "estar" expresses being dead and "ser" expresses having been killed.
The document discusses various ways to express the future and conditional in English and Spanish. [1] In both languages, the future can be expressed using the present tense with adverbials indicating future time, or by using modal verbs like "will" in English or by adding endings to the infinitive in Spanish. [2] Similarly, the conditional is expressed in English using "would" plus the verb, while in Spanish it uses regular endings added to the infinitive. [3] Both the future and conditional tenses in Spanish are formed regularly, though some common verbs are irregular in their infinitive forms.
This ebook covers all Spanish Future Tenses. It includes thorough explanations of how to use them and when, provides examples, and dives into using future tenses in basic conversation.
This is a thorough e-book covering all Spanish Future Tenses, including how to use them and example sentences. It covers common misconceptions and hacks for learning Spanish fast.
This document discusses the present subjunctive tense in Spanish. It begins by explaining that the subjunctive is another way of expressing verbs in Spanish and is used in similar contexts as in English, such as in adverbial clauses expressing the future. It then provides a step-by-step process for forming the present subjunctive in Spanish verbs, noting there are 10 different forms. Finally, it discusses the use of indirect object pronouns in Spanish and another use of "se" to express accidental or unplanned occurrences.
This document provides an overview of the past participle verb form in both English and Spanish. It discusses how past participles are used to form the passive voice, perfect tenses, adjectives, and standalone participle phrases. In both languages, most past participles are regular but there are some irregular forms. The document explains how to form past participles from infinitives in Spanish and notes gender/number agreement rules. It also provides examples of using past participles in passive voice constructions, perfect tenses, and more.
The document discusses Spanish verbs and their conjugation. It explains that Spanish verbs change endings depending on the subject, with regular verbs ending in -ar, -er, or -ir. It provides examples of conjugating regular -ar, -er, and -ir verbs for different subjects. The document emphasizes that Spanish adjectives come before nouns, unlike in English. It also covers uses of infinitives, subjects, objects, and other parts of Spanish sentences.
The document discusses the past tenses in Spanish: the preterite and imperfect.
The preterite uses different endings for each subject and verb type (AR/ER/IR). It generally translates to the simple past tense in English. The imperfect uses more regular endings and generally translates to the past progressive, habitual past, or descriptive past in English. Both tenses have irregular forms for some common verbs like ser, ir, and ver.
This document discusses several grammatical concepts in Spanish including:
1) Indirect object pronouns and examples of clear vs confusing usage.
2) Redundant direct and indirect object pronouns and the rule for when they are used.
3) How some Spanish verbs like querer, saber, and poder change meaning in the preterite tense.
4) Common attributive phrases in Spanish like "como nota" and "según".
5) Adverbial verbs like "volver" and "soler" that express ideas usually conveyed by adverbs in English.
This document provides a table of contents and overview for a Spanish grammar book. It covers topics such as the present tense, stem changing verbs, ser vs estar, gustar and similar verbs, nouns and articles, preterite vs imperfect, the subjunctive, commands, object pronouns, possessive adjectives and pronouns, demonstrative adjectives and pronouns, reflexive verbs, por vs para, and verbs to express becoming something. The document provides conjugation charts and explanations of grammar concepts.
The document discusses the simple past tense in English. It begins by defining the simple past tense as a verb form used to refer to completed actions in the past without connection to the present. It then explains that regular verbs are conjugated in the simple past by adding "-ed" while irregular verbs do not follow a set pattern. The document provides examples of simple past tense sentences and discusses when the tense is used in English.
The document discusses the present perfect tense and passive voice in English.
The present perfect tense uses the auxiliary verb "have" plus the past participle to talk about actions that began in the past but continue in the present. It is often used without specific time expressions. Examples are provided of affirmative and negative sentences as well as questions.
The passive voice is used to emphasize the object of the sentence rather than the subject. It is formed using a form of "to be" plus the past participle. The passive voice can be used to describe a process or the result of a process without specifying who performed the action. Examples are given comparing active and passive sentences.
This document provides information about an English class held at the School of Agriculture of Nor-Oriente EANOR. It lists the name of the engineering instructor, Oscar Garcia, and the group of students, including student Jussely Lisbeth Rodriguez Avila. The document provides details about the fourth month practice English class.
English quantifiers will help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers.
English quantifiers will help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers
English quantifiers help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers.
This document provides information about an English class at the School of Agriculture of Nor-Oriente EANOR. It lists the name of the class, the month, the instructor's name, and the student's name and group. It appears to be documenting details of an English course for a single student.
Similaire à Top ten spanish verb mysteries unraveled (20)
Un viaje a Buenos Aires y sus alrededoresJudy Hochberg
A travelogue of my recent trip to Argentina, most to Buenos Aires, but including excursion to Iguazú waterfalls, Tigre, and Colonia del Sacramento in Uruguay
This document provides a summary of fun facts about various languages from around the world according to Judy Hochberg, a linguist at Fordham University. It discusses interesting tidbits about 20 languages, including that the different varieties of Arabic are generally not mutually intelligible, Basque is an isolate language unrelated to any other, and Chinese uses noun classifiers. It also notes features of languages like French's reduced pronunciation, German's multiple plural forms, and similarities between English and Hindi numbers.
These are my 10 favorite slides from my forthcoming book with Routledge, "Bringing Linguistics into the Spanish Language Classroom: A Teacher's Guide."
El texto discute la Inquisición española y sugiere agregar el imperfecto de subjuntivo al currículo de estudiantes. Luego propone formar el imperfecto de subjuntivo usando las formas del pretérito de tercera persona plural, como tuvieran y supieran, lo que confundiría aún más a los estudiantes. Finalmente, se da cuenta de que esto sería demasiado difícil para los estudiantes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. www.spanishlinguist.us
Mystery 1: Hay is always singular
Hay un pollito
‘There is a chick’
Hay tres pollitos
‘There are three chicks’
Same for other tenses:
• Había un(os) // problema(s)
‘There was a problem // were some problems’
• Habrá una(s) fiesta(s)
‘There will be a party //some parties’
• etc.
All other verbs show plural marking. e.g.
• Existe(n) un(os) problema(s)
‘A problem exists // Some problems exist’
• Ocurrió/Ocurrieron un(as) fiesta(s)
‘A party/some parties took place’
3. www.spanishlinguist.us
• Hay, había, habrá, and so on are forms of the verb haber. Its original
meaning ‘to have’ is seen in its auxiliary usage, as in Había ido ‘He had gone’.
• The use of haber as an existential (‘there is/are’, etc.) sprang from possessive
sentences with an unspecified subject.
Sentences like Hay tres pollitos thus originally meant ‘One has three chicks.’
Pollitos was an object, not a subject, so number agreement didn’t apply.
• This usage has survived even though hay has lost its possessive meaning.
• Sentences like Habían tres pollitos are technically incorrect but increasingly
common – and logical.
4. www.spanishlinguist.us
Mystery 2:
Object pronoun(s) come before negative commands
but after affirmative commands
• No las comas. ‘Don’t eat them.’
• No me lo diga. ‘Don’t tell me it.’
• Cómelas. ‘Eat them.’
• Dígamelo. ‘Tell me it.’
5. www.spanishlinguist.us
• Medieval Spanish didn’t allow unstressed words, such as
object pronouns, to appear at the beginning of a sentence.
Linguists call this the Tobler-Mussafia rule.
• In negative commands, the word No acted as a buffer at the
beginning of a sentence, so that the object pronoun could
precede the verb. Not so with positive commands.
• Pronoun position thus came to be associated with the
positive/negative difference.
• This pattern carried over into modern Spanish, even though
pronouns can now start sentences freely, as in Te quiero.
6. www.spanishlinguist.us
Mystery 3:
Si ‘if’ doesn’t trigger the present subjunctive:
Si tienes hambre… ‘If you are hungry’
2. The present subjunctive is found after other
hypothetical expressions:
• con tal de que ‘provided that’
• en caso de que ‘in case’
• a menos que ‘unless’
• siempre que ‘whenever’
• a condición de que ‘on the condition that’
• dado que ‘in case that’
1. Si does trigger the
subjunctive in the past tense:
• Si tuvieras hambre…
‘If you were hungry…’
This is bizarre because…
7. www.spanishlinguist.us
• Latin allowed both the present indicative and the
present subjunctive in si clauses.
• Old Spanish developed a future subjunctive that
replaced the present subjunctive in si clauses.
• The future subjunctive became obsolete, and is now
found only in legal documents.
• This left the present indicative as the only option in
this context.
8. www.spanishlinguist.us
4. The multiple irregularities of ser ‘to be’
• present indicative: soy, eres, es, somos, sois, son
• imperfect: era, eras, era, etc.
• preterite: fui, fuiste, fue, etc.
• imperfect subjunctive: fuera, fueras, fuera, etc.
• participles: siendo, sido
• present subjunctive: sea, seas, sea, etc.
• informal commands: sé, sed
9. www.spanishlinguist.us
• Esse, the Latin verb ‘to be’, was already irregular. It merged two Proto-Indo-
European roots: *h1es- ‘to be’ and *bhuhx- ‘to grow, become’.
The present tense came from *h1es-. Half its forms began with s-, and half with e-.
As Latin evolved into Spanish, s- also spread to the vosotros form.
The y in soy is a mystery, but is clearly related to the y in doy, estoy, and voy.
The imperfect also came from *h1es-. It was irregular in Latin: eram, eras, erat, etc.
The a in these forms is related to the -aba imperfect ending we see in Spanish.
The past tense forms beginning with f came from the *bhuhx- root.
• The remaining forms of ser, including the infinitive ser itself, came from the
Latin verb sedere ‘to sit’, and replaced the corresponding forms of esse.
10. www.spanishlinguist.us
5. The multiple irregularities of ir ‘to go’
• infinitive: ir
• imperfect: iba, ibas, iba, etc.
• participles: yendo, ido
• preterite: fui, fuiste, fue, etc.
• imperfect subjunctive: fuera, fueras, fuera, etc.
• present indicative: voy, vas, va, etc.
• present subjunctive: vaya, vayas, vaya, etc.
• informal commands: ve, id
11. www.spanishlinguist.us
• Ir is the product of three different Latin verbs:
The Latin verb ire ‘to go’ is the source of the infinitive, the imperfect,
the two participles, and the informal plural command (id).
The past tense forms beginning with f- came from the Latin verb esse
‘to be’, and took the place of the corresponding forms of ire.
All forms beginning with v- came from the Latin verb vadere,
meaning ‘to go, to hurry’.
• Further irregularities, such as the -y in voy and the present subjunctive
forms, arose over time as the Latin verb forms evolved.
12. www.spanishlinguist.us
6. –zco verbs
Conocer ‘to know’
conozco conocemos
conoces conocéis
conoce conocen
Close to 90 other verbs, mostly
ending in -ecer and -ucir, display
this irregularity.
13. www.spanishlinguist.us
• This pattern began with Latin verbs ending in -scere, such as florescere ‘to
flourish’. The sc cluster was pronounced sk.
• In Spanish, the sc was reduced to c (pronounced th or s) in most verb forms.
This change was triggered by the -e or -i that usually follow the sc.
• The original sc was only preserved before -o (as in conozco) and -a (as in the
subjunctive conozca).
• This sc/c alternation has spread to many verbs that didn’t have an sc cluster
in Latin, including common verbs like conducir (from Latin conducĕre).
15. www.spanishlinguist.us
• The first two “boot” patterns (e ie and o ue) reflect
the contrast between short and long vowels in Latin.
In stressed syllables (as in the “boot” forms), short ĕ and ŏ
became ie and ue in Spanish.
The same change can be seen in words like fiesta and puerta,
from Latin fĕsta and pŏrta.
This pattern then spread to other verbs that had a long vowel
in Latin, like pensar, from Latin pēnsare.
• Simplifying a bit, the e in verbs like pedir originally
changed to i in anticipation of the –io ending in the
Latin ego (yo) form. This i then spread to other forms.
16. www.spanishlinguist.us
8. The preterite past tense has many irregulars;
the imperfect has three
Imperfect irregulars
1. ser (era, eras, etc.)
2. ir (iba, ibas, etc.)
3. ver (veía, veías, etc.)
Preterite irregulars
• Many verbs show a stem change:
• decir dije, dijiste, etc.
• saber supe, supiste, etc.
• venir vine, viniste, etc.
• Dar has -er/-ir endings (di, diste, etc.).
• Ser and ir are identical (fui, fuiste, etc.).
• Verbs like dormir and sentir (-ir “boot” verbs) have u and
i in the third person (durmió/durmieron, sintió/sintieron).
(Preterites like empecé, saqué, and pagué aren’t irregular,
since they are 100% predictable and only involve spelling.)
17. www.spanishlinguist.us
• Most stem changing verbs began as Latin “strong” verbs, a common category.
Some already had a stem change in Latin, e.g. dicere dixi, dixisti, etc.
Some absorbed u or i from their Latin endings, e.g. sapui > supe and veni > vine.
Some (including estar) were regular in Latin but joined the “strong” group in Spanish.
Dar was “strong” (dedi, dedisti, etc.), and may also have been influenced by ver.
• Ir borrowed the past tense of ser. This is similar to the use of Estuve en Madrid ‘I
was in Madrid’ in modern Spanish to also mean ‘I went to Madrid’.
• The o and e in verbs like dormir and sentir were raised to u and i (both high
vowels) in anticipation of the i in the -ió and -ieron endings.
• Iba and era preserve two of Latin’s few irregular imperfects.
• Veía reflects an earlier form of the verb ver: veer, conjugated like creer and leer.
18. www.spanishlinguist.us
9. The present and past subjunctives
have the same irregularities
as the present and preterite indicatives.
Present
indicative subjunctive
conozco conozca
hago haga
tiembla tiemble
Past
indicative subjunctive
supieron supieran, supiesen
hicieron hicieran, hiciesen
fueran fueran, fuesen
19. www.spanishlinguist.us
• Some Latin consonants had different outcomes in Spanish based on
their following vowel: in particular, e and i versus o, a, and u.
The o in the present indicative yo ending, and the a in all the present
subjunctive endings, thus led to the same -zco and -go irregularities.
• Some Latin vowels had different outcomes in Spanish in stressed and
unstressed syllables.
The identical pattern of stressed and unstressed syllables in the present
indicative and subjunctive led to the “boot” pattern in verbs like temblar.
• The Latin forms that gave rise to the preterite, and to both forms of
the imperfect subjunctive, were all based on the Latin “perfect” stem.
20. www.spanishlinguist.us
10. Spanish has two sets of endings
for the imperfect subjunctive
Quería que mis padres me visitaran/visitasen.
‘I wanted my parents to visit me’.
Ojalá que tuvieran/tuviesen más tiempo.
‘Would be to God that they had more time.’
21. www.spanishlinguist.us
• Both sets of endings came from Latin “pluperfect” forms --
essentially, forms that described something that took place prior to
some point in time (as in ‘I had eaten already when they arrived’).
• Latin’s pluperfect subjunctive was the source of the Spanish -se
subjunctive, while its pluperfect indicative was the source of the
Spanish -ra subjunctive, a more recent development.
• The co-existence of these parallel sets of endings is one of the most
unusual aspects of Spanish grammar.
22. www.spanishlinguist.us
SUMMARY
• A variety of factors have combined to create these
Spanish verb mysteries.
• The table on the following slide summarizes these
factors and their effects.
23. www.spanishlinguist.us
Factor Effect(s)
Change in verb meaning hay (loss of possessive sense)
Syntactic change
Pronouns before or after commands
(legacy of medieval “Tobler-Mussafia rule”)
Creation and loss of verb tenses
• No present subjunctive after si
(legacy of Old Spanish future subjunctive)
• Two sets of imperfect subjunctive endings
“Marriage” of verb roots ir, ser
Complications inherited
from Latin
• Many irregularities of ser
• Iba and era imperfects
• “Strong” preterites
Spread of irregular patterns
by analogy
• -oy ending (soy, voy, etc.)
• Irregular preterite of estar (and other verbs)
Sound change
• -zco, -go (consonant changes before e, i)
• “Boot” verbs (changes in stressed vowels)
• Some irregular preterite patterns (e.g. durmió)
• Veía imperfect (from veer ver)