EXPLORE MEXICAN SPANISH
nada
Explore 9 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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Topics8 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty3 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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9 results- You’re welcome.De nada.
“De nada.” means “You’re welcome.” in Mexican Spanish. A standard response to gracias.
- There’s nothing here.No hay nada aquí.
“No hay nada aquí.” means “There’s nothing here.” in Mexican Spanish. Report no objects/content at the indicated place.
- I don’t have anything.No tengo nada.
“No tengo nada.” means “I don’t have anything.” in Mexican Spanish. Answer an understood possessions or supplies inquiry with having nothing.
- I don’t know anything.No sé nada.
“No sé nada.” means “I don’t know anything.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.
- First of all...Antes que nada...
“Antes que nada...” means “First of all...” in Mexican Spanish. Introduce the first point in a sequence.
- Nothing happened.No pasó nada.
“No pasó nada.” means “Nothing happened.” in Mexican Spanish. Deny that a past incident occurred.
- No worries.No pasa nada.
“No pasa nada.” means “No worries.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.
- I don’t have any ideas.No se me ocurre nada.
“No se me ocurre nada.” means “I don’t have any ideas.” in Mexican Spanish. Say no suggestion comes to mind when asked for an idea.
Technical Specs
Formality and register1 branches
How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.
Conversation role3 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations7 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms1 branches
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Who or what gender refers to1 branches
Find whether gender wording relates to the speaker, listener, noun or object.
Learning collections3 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary familiarity3 branches
Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.
Reusability4 branches
Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.
Coverage gap value3 branches
Editorial estimate of how much the phrase adds to the collection’s practical coverage.
Ambiguity risk2 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 score5 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 dates3 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches3 branches
Editorial import batches where source information is recorded.
Review methods2 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
Difficulty rubric versions1 branches
The version of the editorial difficulty rubric used for a phrase.
Source review decisions2 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.
Idiom difficulty factor3 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.
Length difficulty factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Grammar difficulty factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Vocabulary difficulty factor2 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
New Families Vs Baseline4 branches
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Pronunciation Included1 branches
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New Vocabulary Vs Baseline3 branches
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Unique Vocabulary Families2 branches
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