Spanish Comparative

Overview

In English, to create a comparison with an adjective, we generally add an "-er" to short adjectives (stronger) or add the word "more" before longer adjectives (more intelligent). There's no Spanish equivalent for the suffix "-er"; we simply precede all adjectives with the word más (more).

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Comparatives are one of those things that often come up when you’re learning a new language. Comparatives are words or structures you can use to make comparisons between two or more things.

Equal Comparisons

If you want to mention similarities between two things. This is where equal comparisons come in. To use an equal comparison in Spanish, follow one of these two formulas:

  • Tan X como Y. – As X as Y. (When X is an adjective or an adverb)
  • Tantos X como Y. – As many/much X as Y. (When X is a noun)

When using the formula for nouns, keep in mind that the word “tantos” will vary depending on the noun that follows it:

Tanto

For singular masculine nouns.

Esta torta tiene tanto azúcar como esa.
(This cake has as much sugar as that one.)

Tantos

For plural masculine nouns.

Tengo tantos amigos como tú.
(I have as many brothers as you.)

Tanta

For singular feminine nouns.

Siento tanta alegría como tú.
(I feel as much joy as you do).

Tantas

For plural feminine nouns.

Esa caja tiene tantas manzanas como esta.
(That box has as many apples as this one.)

Let’s look at some more examples, this time of equal comparisons using adverbs and adjectives:

  • Corro tan despacio como tú. – I run as slowly as you do.
  • Bruno es tan alto como Andrés. – Bruno is as tall as Andrés.
  • Australia es tan caluroso como Sudáfrica. – Australia is as hot as South Africa.
  • Ella se levanta tan temprano como él. – She gets up as early as him.
  • Llegaste tan tarde como yo. – You arrived as late as I did.

You can also use this structure to make negative comparisons:

  • Mi perro no es tan grande como el tuyo. – My dog is not as big as yours.
  • Ella no cocina tan bien como tú. – She doesn’t cook as well as you.
  • Santiago no estudió tanto como Mateo. – Santiago didn’t study as much as Mateo.

Unequal Comparisons

Spanish grammar makes a distinction between equal and unequal comparative structures. Unequal comparatives are used when the two things you are comparing are different. If you are comparing how tall two people are and one is taller than the other, you would use an unequal comparison. To formulate this type of comparison in Spanish, you should use the following structure:

  • Más/menos X que Y. – More/less X than Y.

In that formula, X can be an adjective, an adverb or even a noun. Let’s see how this works:

  • Ella tiene más mascotas que él. – She has more pets than him.
  • Él tiene menos hermanos que ella. – He has fewer brothers than her.
  • Yo soy más alto que tú. – I am taller than you.
  • Juan corre más rápido que José. – Juan runs faster than José.

A handful of Spanish adjectives have irregular forms that can be used to express these comparisons. Here are some examples:

  • Tu teléfono es mejor que el mío. – Your phone is better than mine.
  • Mi teléfono es peor que el tuyo. – My phone is worse than yours.
  • Lucía es mayor que Patricia. – Lucía is older than Patricia.
  • Florencia es menor que Mercedes. – Florencia is younger than Mercedes.

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Common European Framework of Reference for Languages

The CEFR is an international standard used to describe language ability. Here are specific details of the CEFR for this topic.

General Explanation:

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Specific Capabilities at this Level

Writing:
I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.
Spoken Production:
I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.
Spoken Interaction:
I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.
Reading:
I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
Listening:
I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.