Ar er ir spanish endings2/21/2024 ![]() ![]() It’s refreshing to find that there’s likewise some logic, however fragmentary and forgotten, to the seemingly arbitrary verb classes of Spanish.After students have learned the subject pronouns in Spanish and understand the concept of subject-verb agreement, it is time to apply these concepts and learn the verb endings for regular –ar, -er and –ir verbs in the present indicative tense. Yet one can see in such common words as el padre and la madre the meaningful basis of the original category difference. There’s nothing inherently masculine about most masculine nouns in Spanish, nor inherently feminine about most feminines. This partial patterning reminds me of gender. esurire “to be hungry” from esse “to eat”, parturire “to be in labor” from parere “to give birth”. I don’t know what, if anything, distinguished these from the verbs-from-nouns in the -are class. to turn nouns into verbs, as in finire “to finish” from finis “end” and servire “to serve, be a slave” from servus “slave”.Latin’s -īre class, which evolved into the -ir class of Spanish, was used: calescere “get hot” (from calere) and tacescere “become quiet” (from tacere “to be quiet”). Latin’s -ĕre class, which merged into the -er class of Spanish, included a group of change-of-state verbs, e.g. calere “to be hot”, frigere “to be cold”, pendere “to be hanging”. to cause someone to think) and docere “to teach” from dek “accept” (i.e. for causatives, such as monere “warn” from men “think” (i.e. ![]() Latin’s -ēre class, which evolved into the -er class of Spanish, was used: One example is ocupare “to seize” from capere “to take”. Some examples are dictare “recite” from dicere “say” and factitare “to practice” from facere “to do, make”. Some examples are curare “to care” from cura “care”, navigare “sail” from navex “sailor”, and novare “to renew” from novus “new”. to turn nouns and adjectives into verbs.Latin’s -āre verb class, which evolved into the -ar class of Spanish, was used: It turns out that there were clear connections between certain semantic categories and the conjugation classes of Latin, although this patterning was in no way as tidy or as far-reaching as in Hebrew. But I’ve often wondered whether, if one goes back far enough, one can find any semantic logic behind which verbs are in which class.Ĭornell’s Michael Weiss discusses exactly this topic in chapter 36 of his terrifyingly authoritative Outline of the Historical and Comparative Grammar of Latin. se escriben (“they write to each other”) and está escrito (“It is written”). Differences like reflexive and passive are expressed through pronouns and auxiliary verbs, i.e. There are no patterns like this in modern Spanish that is, you can’t infer anything about a verb’s meaning from its conjugation class. As shown in the table below, based on this helpful summary, each binyan reflects a different aspect of writing. For example, the three-consonant Hebrew root k-t-v, which refers to writing, appears in all seven binyanim. While Spanish has three verb classes ( -ar, -er, and -ir), Hebrew has seven, called binyanim. Each is conjugated differently, as in Spanish, but each binyan additionally imparts meaning. I never would have thought to look into the origins of the Spanish verb classes if I hadn’t studied Hebrew.
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