EXPLORE MEXICAN SPANISH
2 · Not recorded · 18
Explore 12 phrases matching every part of this trail. Follow another branch to narrow the collection, or open a phrase to learn its meaning and use.
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Topics16 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty2 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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12 results- I don’t like it.No me gusta.
“No me gusta.” means “I don’t like it.” in Mexican Spanish. Existing card.
- I like to read.Me gusta leer.
“Me gusta leer.” means “I like to read.” in Mexican Spanish. This expression belongs to Conversation. Share personal information.
- I love it.Me encanta.
“Me encanta.” means “I love it.” in Mexican Spanish. This expression belongs to Reactions. Share personal information.
- I forgot.Lo olvidé.
“Lo olvidé.” means “I forgot.” in Mexican Spanish. This expression belongs to Everyday Statements. Respond / explain.
- Sounds good.Me parece bien.
“Me parece bien.” means “Sounds good.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.
- What do you like to do?¿Qué te gusta hacer?
“¿Qué te gusta hacer?” means “What do you like to do?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.
- I like chicken.Me gusta el pollo.
“Me gusta el pollo.” means “I like chicken.” in Mexican Spanish. This expression belongs to Food and Dining. Share personal information.
- I love pizza.Me encanta la pizza.
“Me encanta la pizza.” means “I love pizza.” in Mexican Spanish. This expression belongs to Food and Dining. Share personal information.
- I like spending time with you.Me gusta pasar tiempo contigo.
Me gusta pasar tiempo contigo expresses enjoyment of someone’s company. It can be romantic, friendly or familial. Contigo means with you and is used here rather than con tú.
- What kind of music do you like?¿Qué tipo de música te gusta?
“¿Qué tipo de música te gusta?” means “What kind of music do you like?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.
Technical Specs
Formality and register2 branches
How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.
Conversation role4 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations1 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms3 branches
Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.
Who or what gender refers to2 branches
Find whether gender wording relates to the speaker, listener, noun or object.
Learning collections1 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families16 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity1 branches
Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.
Reusability2 branches
Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.
Coverage gap value5 branches
Editorial estimate of how much the phrase adds to the collection’s practical coverage.
Ambiguity risk3 branches
Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.
Confusion risk3 branches
Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.
Spanish word count2 branches
Explore shorter and longer expressions using the recorded Spanish word count.
Usefulness score2 branches
The detailed editorial usefulness score, distinct from the three usefulness labels.
Difficulty score3 branches
Scores run from 5 to 100. These ten-point ranges show the finer distribution within difficulty bands.
Vocabulary contribution2 branches
Recorded number of vocabulary-family contributions; it is not a learner’s vocabulary size.
Review dates1 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Review methods1 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
Source review decisions1 branches
The recorded action taken when a phrase was reviewed in a source batch.
Introductory speakers1 branches
The speaker roles recorded for the fixed introductory dialogue.
Length difficulty factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Vocabulary difficulty factor4 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom difficulty factor2 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Reuse difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families8 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline1 branches
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New Vocabulary Vs Baseline1 branches
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Pronunciation Included1 branches
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