Swedish Language Advent Calendar 2018

Hej!

Christmas is nearly here, and this year Daniel and I thought it would be nice to provide a Swedish Language Advent Calendar. From 1st of December and until 24th (the Swedish Christmas day), you will learn a new word every day through the context of a festive little poem, courtesy of Daniel! You will not only learn the words, but there will also be specific notes on each word, like for example all verb tenses for the verbs, and handy little tips and tricks on how to use them.

Where? Instagram (but we’ll share it on our Facebook page too)

When? 1 Dec-24 Dec 2018

 

How to create plural endings in Swedish

Swedish plural endings

Are you confused about all the different plural endings in Swedish? In this blog post we’ll look at the different forms and groups so you can create and identify plural endings. There is also a free download of a noun plural cheat sheet, so you can print it out and put up somewhere as a reminder! But first, let’s look at all the noun forms.

The 4 noun forms

Swedish nouns have 4 forms; singular indefinite, singular definite, plural indefinite and plural definite.

singular indefinite (en hund a dog)

singular definite (hunden the dog)

plural indefinite (hundar dogs)

plural definite (hundarna the dogs)

The plural forms

The Swedish language have more plural endings than in the English language. In English, you mainly put an ‘s’ at the end of a noun to make it plural. Swedish nouns plural endings broadly group according to whether they are en or ett words and they also have sub-categories; three for en words (group 1-3) and two for ett words (group 4-5). Let’s go through the groups.

Group 1

This group contains en words that in singular indefinite ends on an ‘a’. They replace the ‘a’ with ‘or’ in plural indefinite and also add ‘na’ in plural definite.

en flicka a girl

flickan the girl

flickor girls

flickorna the girls

Group 2

In this group, we also find en words, but they will have some other endings. It’s usually short words ending on a consonant or ‘e’, or longer words that end on ‘ing’. These nouns take ‘ar’ in plural indefinite and add ‘na’ for plural definite.

en bil a car

bilen the car

bilar cars

bilarna the cars

 

en pojke a boy

pojken the boy

pojkar boys

pojkarna the boys

 

en tidning a newspaper

tidningen the newspaper

tidningar newspapers

tidningarna the newspapers

This group contains words that have a Scandinavian or Germanic origin, but that can sometimes be a little hard to tell, unless you are a language expert!

Group 3

The last of the en word groups mainly contain longer words ending on a consonant (although there are a few short ones in here too). They take ‘er’ in plural indefinite and also add ‘na’ for plural definite. Like this:

en apelsin an orange               

apelsinen the orange               

apelsiner oranges                

apelsinerna the oranges

In contrast to group 2, these words are international loan words and they often originate from English, French, Russian, Latin or other languages.

Group 4

Ett words that end on a vowel in singular indefinite belong to this group. They add ‘n’ in plural indefinite and add an ‘a’ for plural definite. For example:

ett piano a piano

pianot the piano

pianon pianos

pianona the pianos

Notice how the plural indefinite makes the word looks like a singular definite en word! This can be quite tricky, but you can look out for ’plural markers’ before the word, for example tre pianon three pianos, många pianon many pianos, några pianon some pianos.

Group 5

The fifth group contains ett words that end on a consonant in singular indefinite. These words take no ending for plural indefinite and add ‘en’ for plural definite.

ett hus a house

huset the house

hus houses

husen the houses

Can you see how the plural definite form makes the word looks a bit like a singular definite en word? This can be even harder than for group 4, so it is best to learn these words by heart.

Download our FREE Noun Plural Group Cheat Sheet for a visual model of these 5 groups, so you can remember them more easily.

Time prepositions: i, på and om

Are you unsure of when to use the time prepositions i, , and om when describing when, for how long or how often something happens? You are not alone. In this week’s blog post, we’ll dive into the murky waters of time prepositions, and look at the categories of Point in Time, Time Duration and Frequency, as they will dictate when you use i, på and om.

När? When? (point in time)

When you want to say something about when something will happen or happened, you want to refer to a Point in Time. And you have two options. Either you want to talk about something will happen in the future, or you want to talk about something that happened in the past.

FUTURE – om

Unless you want to give the exact date or time (which is of course fine too!), you can use the preposition om, and then add the time between now and the event that you are talking about. For example:

om ett årin a year’s time

om en veckain a week’s time

om 5 minuterin 5 minutes’ time

PAST – för … sedan

If the event happened in the past, you can use för + time + sedan. This basically means ago. Notice that we do not have one word for ago, we have two! One that comes before the time and one that comes after. For example:

för ett år sedana year ago

för en vecka sedana week ago

för 5 minuter sedan5 minutes ago

 

Hur länge? (For) how long? (duration of time)

If you want to talk about how long something has been happening, you will be referring to Duration of Time. Here you also have two options, but they are more to do with positive and negative. If something has been going on, or will be going on (in this sense, positive) for a duration of time, use i. For example:

Jag har studerat svenska i 2 årI have studied Swedish for 2 years

Jag ska vara i Grekland i 2 veckorI will be in Greece for 2 weeks

If something has NOT been happening for a period of time, or will NOT happen for a period of time, use . For example:

Jag har inte gått på gymmet på 2 veckorI have not been to the gym for 2 weeks

Jag ska inte ha semester på 2 månaderI won’t have a holiday for 2 months

 

Hur ofta? How often? (frequency)

If you want to express how often something happens, or has happened, you are in the area of Frequency. Here, you need to use either i or om. This will be determined by the word that you use. Here are the rules:

If it is dagen, dygnet, or året, use om: 

en gång om dagenonce a day

en gång om dygnetonce every 24 hours

en gång om åretonce every year

If you want to up the frequency, just change en gång to två gånger (twice), tre gånger (three times), fyra gånger (four times), and so on.

If it is sekunden, minuten, timmen, veckan, månaden or kvartalet, use i:

en gång i sekundenonce every second

en gång i minutenonce every minute

en gång i timmenonce an hour

en gång i månadenonce a month

en gång i kvartaletonce every 3 months

Same thing here, if you want to up the frequency, just change en gång to två gånger (twice), tre gånger (three times), fyra gånger (four times), and so on.

Also notice that the time unit takes definite form: dagen, månaden, året, and so on.

 

Practice

Now that you know the difference between Point in Time, Duration and Frequency, could you fill in the right preposition into these six sentences? (the question is given in brackets before the sentence)

1 (När?) Johan ska åka till Grekland _______ två veckor.

2 (När?) Lisa var i New York _______ tre månader ________.

3 (Hur länge?) Sarah har studerat svenska _______ 3 år.

4 (Hur länge?) Jag har inte träffat min kusin ______ 5 år.

5 (Hur ofta?) Scott brukar åka på semester två gånger ______ året.

6 (Hur ofta?) Paul tränar på gymmet fyra gånger ______ veckan.

 

Lycka till!

Anneli

5 ways to stay motivated

One of the most difficult aspects of learning a language is keeping up your motivation. So many of my students go through patches of lacking in motivation, and when you do it is easy to fall out of routine altogether, coming up with reasons not to learn (too much on at work, not enough time, etc), and the learning process might even grind to a halt completely.

In this blog post, I wanted to talk a bit about motivation and give you some hands on tips on how to stay motivated.

 

Internal vs external motivation

Internal motivation is basically enjoyment. It is the satisfaction of making progress, enjoying the learning journey, feeling curious and open, enjoying learning new pieces of information, feeling satisfied when understanding something tricky.

External motivation is some kind of reward, which could be real or symbolic. It could be achieving good results in a test, it might be the prestige in being fluent, or the rewards in being able to communicate with extended family and friends perhaps. The issue with external motivation is that it can lead to a situation where learners are learning even though they don’t actually enjoy it. It is therefore better to focus mainly on making sure your internal motivation is nice and strong!

How can we work on our internal motivation?

1. Make positive associations

Connect Swedish with your other interests. If you like politics, read the news headlines on dn.se or svd.se. Now is a particularly interesting time in Swedish politics, following the general election. Are you interested in history? Look into the history of Sweden. Like baking? Learn how to bake cinnamon buns, and translate a recipe from Swe to Eng. If you like music, research music with Swedish lyrics and try and translate them, and of course – sing along! I have a playlist on Spotify that you can have a look at: http://open.spotify.com/user/browwn/playlist/1ielXWVCjGa7cvYad7xWPc

Also try and associate learning Swedish with your favourite activities and places. Put a Swedish podcast on when you’re running, for example. Watch movies and tv series in Swedish. Look at youtube for Swedish clips. Go to sr.se (Swedish radio) and listen live or download a podcast. The channel P1 is news, current affairs, debates and culture. P2 is classical and jazz music. P3 is pop music and programmes for a younger audience. P4 is local radio stations. It’s worth checking out the programme Klartext, which is a daily news bulletin in easier Swedish (shorter sentences, reduced vocab). There is also a brilliant app for smartphones, called SR Play.

2. Don’t give up

You need a holistic and realistic view of the learning process. Many language learners start out with high hopes for achieving fluency fast, but their enthusiasm quickly dips when they find themselves making the same mistakes again and again, and maybe speak in an (often self-perceived) embarrassing accent.

This is definitely not the time to throw in the towel and admit defeat! These errors are 100% normal and actually a part of the progress. It is therefore EXTREMELY important to remember this:

Language-learning errors are not a negative reflection on your intelligence!

Instead, learn to love your errors. They are your friends, they bring you step by step closer to fluency and confidence. Smile, and learn from them.

3. Remember why you started

Was it to be able to speak more with colleagues at work? Or with your in-laws? Or to be able to at some point move to Sweden? Or to be able to speak like Saga Noren in The Bridge, just because it’s a cool thing to be able to do? Or because it’s cooler and more unusual than just learning Spanish or Mandarin?

Remind yourself now, maybe even write yourself a little e-mail to yourself with  http://m.futureme.org/ to remind yourself in 6 month’s time.

4. Explore ways to monitor progress

The thing with learning in general, is that it’s hard to sense progress. This is because of something I call “Moving Goal Posts”. Just as you have mastered one grammatical aspect and feel quite pleased about that, you turn a page and realise a whole damn new section that you didn’t even know before! The goal post is constantly moving. As Einstein himself said: “the more I learn the more I realise how little I know”. This is completely as it should be, it’s part of learning.

However, what is worth doing, is to capture your level at certain points, so you have something to compare with. If you are following some kind of course, this will probably be included anyway. Writing exercises that you can look back at in 3 months time. Why not make a short audio recording on your mobile phone or computer? No one needs to know, but you can go back in a year’s time and see how much you have progressed.

5. Consider not having a schedule

I know it may seem sloppy or disorganised somehow in our society to not have a schedule, we are extremely goal oriented as a society. The problem is that having a too strict schedule can make learning a language into a chore. Chores = boring = less internal motivation and less likelihood to succeed.

Learning a language is a bit like going to the gym. You won’t notice immediate effect, and you’ll have good days and bad days. You can’t just work out like mad for 6 months and then go couch potato for 2 years and expect the same level of fitness throughout. But if you work on it regularly, you will notice a difference over weeks and months. Expecting quick improvements is to expect too much from your brain, it’s simply unrealistic. Learning a language is more like a marathon than a sprint, and remember that a flood is made up of raindrops!

Some more useful tips:

  • svt.se (Swedish television, some programmes are available outside of Sweden)
  • TV4play and Kanal5play for smartphones
  • 8sidor.se (notice especially their “Lyssna” feature in the left-hand side menu)

Fancy booking lessons? https://swedishmadeeasy.com/book-a-lesson/

Får får får?

Hej! Daniel here. In this week’s blog post I’ll help you to make sense of the Swedish word får.

Får får får? is a Swedish pun that means “Do sheep get sheep?” (meaning Do sheep have (baby) sheep? or What’s the word for baby sheep?)

Many languages have what I call ‘hiccups’: words that can mean several things, depending on word order. And be put together to form a complete sentence.

I will quash this particular hiccup here and shed some light on its usage with the help of a few examples.

Får is the present tense verb of “receive” or “get” — Jag får en biljett till månen. (I receive/get a ticket to the moon). There is no other verb in this sentence.

Får is also the present tense auxiliary verb of “allowed” — Får människor åka till månen? (Are people allowed to travel to the moon?). The main verb here is åka (go).

Ja, människor får åka till månen. — (Yes, people are allowed to travel to the moon). Får is an auxiliary verb because it comes after the noun människor, and is followed by the main verb åka, which always turns into its infinite form.

Makes sense so far? Good.

Få can show the amount of a quantifiable noun but it’s important to look at the context and the sentence construction too because it could also be the infinitive form of the verb or an auxiliary verb respectively:

Få människor får åka till månen — (Few people are allowed to travel to the moon). The auxiliary verb får precedes the main verb åka. Compare this to the following sentence:

Att få åka till månen vore fantastiskt! — (To be allowed to travel to the moon would be fantastic!) Same få as before, but in the infinitive form. The key difference here is that there’s an att in front of the få, which works similar to the English “to”.

***

What about the elusive sheep then? In Swedish, the word for “sheep” is får. What if they somehow found a way to leave Earth?

Well, let’s try out a few sentences:

Får får åka till månen? — (Are sheep allowed to travel to the moon?). The sentence construction is identical to the example with humans, we just switch one word (människor and får).

Nej, får får inte åka till månen — (No, sheep are not allowed to travel to the moon). The auxiliary verb får comes after the subject får, and is followed by the main verb åka.

But what if sheep are allowed to travel to the moon? Let’s have a look:

Får får åka till månen. — (Sheep are allowed to travel to the moon). The only difference here is the punctuation. This is a statement, not a question.

Just like humans, however, only certain sheep are allowed to travel to the moon:

Få får får åka till månen — (Few sheep are allowed to travel to the moon). There’s no att present, which means it’s the Swedish word for few. It’s followed by the subject får, the auxiliary verb får, and lastly the main verb åka.

To explore verbs and more with me, book your lesson here. (We have a great summer offer on at the moment too: 15% off your first lesson with me until 31 July 2018!)

Oh, and by the way, the answer to the Swedish pun (Får får får? Do sheep get sheep?)  is Nej, får får lamm (No, sheep get lambs.).

Ha det gött! 

Daniel

 

5 Reasons To Avoid Google Translate When Learning a Language

Hej! Ever used Google Translate? Technology and the Internet is great, right? There is so much information available by a simple click of a button. Google Translate is a tool that may at first seem helpful when learning a new language. However, there are some issues with using Google Translate as a tool in your language studies.

Here are Swedish teacher Daniel’s top 5 reasons for why you should avoid using it when learning a language.

  1. Google Translate is a blunt tool

Translation from one language to another is not simply about translating word for word (‘direct translation’). You need to also translate according to grammatical, idiomatic and cultural patterns, which may mean that a sentence might look quite different in terms of the actual words, but mean the same thing. A quick look at direct translations of sayings illustrate this point. Or this:

Hjärtegryn is an endearing Swedish word (a bit like ‘sweetheart’), which does not quite translate as well into English…

The Vauquois triangle (below) shows different levels of translation. The higher up in the pyramid, the more precise the translation. The highest level of translation (‘interlingua’) is still an issue in Google Translate, which means sentences will still contain errors (sometimes grammatical, and often idiomatic).

Google translate is built on an algorithm that has access to a large amount of texts written in two languages, which allows for a basis on which to predict and make guesses. Translation is made sentence by sentence; the more text available, the better the predictions. The issue here is that a translation with 90% correct translation can still turn out as a result which is 100% wrong. On top of this, there are many poorly translated texts now on the Internet (many of them have used Google Translate). This means that they are now in ‘the system’ and have become part of the basis from which Google Translate predicts, making the errors self-enhancing and re-occurring.

Learning a language is like going on a long journey: you’re planning for the whole trip, preparing for bad weather, and you need routines. Google Translate stops your progress even if you don’t notice at first. When you do, however, you might have to turn back and choose a different road.

  1. You can’t trick anyone (at least not your teacher!)

A teacher’s job is to know their subject, but it’s also to know their student. They identify the student’s level, where they’re going, and how to help them reach the finishing line. While your teacher knows how intelligent you are, that perfect paragraph with no spelling errors is not your writing and hasn’t even been taught by your teacher yet.

  1. No learning

To learn anything from the beginning is an uphill struggle against waning willpower and outside influences. Don’t let Google Translate be part of that negative influence. Use a real dictionary, if you must.

  1. Learning from mistakes is essential learning

In learning, mistakes are the key ingredients to understanding what is correct. You don’t bake the perfect cake on your first try; maybe not even after your hundredth try. But each time you prepare the next batch of batter, you change something to avoid making the same mistake.

Google Translate doesn’t teach you the nuances of language. A particular sentence can be written in different ways, depending on context, and that is what your teacher will show. We all desire flawless work, but that has to be set aside while learning the language.

  1. Your writing is your reward

The feeling of personal satisfaction is more than ample reward for all the sweating, flicking through pages, and trying to make sense of something you previously knew nothing about. The glint in a student’s eye when they are able to produce a paragraph in Swedish is priceless, and doubly so when it’s written independently.

To book a lesson with a Swedish teacher, go to our booking system to check availability.

 

Hen – the debated Swedish pronoun

A note on hen

Hej! Anneli here. You may have heard of the gender neutral Swedish pronoun “hen“. It has been debated in Sweden during the past decade, and some people feel strongly about it. So what’s the fuss all about?

Swedish gender and pronouns

The Swedish language, like German, used to have three grammatical genders: masculine, feminine and neuter. This started to change during the 14th century and the Swedish language today has two grammatical genders: the common gender (indefinite article en and pronoun den) – a merged form of masculine and feminine, and neuter gender (indefinite article ett and pronoun det).

Swedish also uses the third person pronouns han he and hon she for humans, known animals, and when biological gender is of interest. But what if you don’t know the gender of a person? Or if it is irrelevant? Consider a situation where you say you need to book an appointment at the dentist, and you hope that he/she/the dentist will be able to help you with your toothache. You may not want to assume that the dentist is a woman nor a man. Some people find saying ‘he or she’, or ‘s/he’ to be pretty clunky (especially in speech – how on earth do you pronounce ‘s/he’?), and to say ‘the dentist’ again may sound repetitive. So what can you say? In English, you can of course say ‘they’ – you hope that they will help you with your toothache. However, in Swedish, you do not use the third person plural for a singular person. In other words, you cannot say de they in this case.

Kivi and the monster dog

Lately, a new, gender-neutral pronoun has started to become more popular in Sweden – hen. The pronoun hen is defined as a gender-neutral personal pronoun intended as an alternative to the gender-specific hon (‘she’) and han (‘he’). It can be used to avoid a stated preference to either gender, and also as a way to referring to individuals who are transgender, agender, non-binary or those who reject the idea of binary gender. Even though this is a relatively new phenomenon in Swedish, several languages have gender-neutral pronouns. Finnish, for example, only uses a gender-neutral pronoun in third person. The word has been proposed in Sweden several times, first time in 1966 and again in 1994, but it did not receive wider acknowledgment until the book Kivi och Monsterhund came out in 2012. It is the first book that only uses hen as a personal pronoun, instead of han and hon. And the book caused a widespread debate in Sweden.

 

Screen Shot 2015-12-31 at 15.19.58

The author, Jesper Lundqvist, wanted to write a book for children – rather than for girls or boys, and that was the main reason why he used hen in his book. He said he found it liberating to write directly to children, without having to think about all the stereotypical associations that surround boys and girls. Jesper says that some have misunderstood the whole idea of hen, and thought of it as a way of replacing han and hon. But this is not correct. Rather, it is more about having an “extra tool in the tool box”, linguistically speaking, he says.

Reactions to hen

The reactions among the Swedish native speakers were both mixed and passionate, to say the least. Those who did not like it usually fell into one (or several) of three categories:

  1. Those who felt that this was an attempt to linguistically eradicate male and female gender roles, perhaps highlighted by its use in a particular pre-school in Stockholm, something which sparked debate and controversy in Sweden and also received media attention internationally.
  2. Those who felt that there already existed functioning words like personen the person or vederbörande the person in question.
  3. Those who associated hen to the English word for a female bird. This argument is perhaps a little problematic, given many other Swedish words that mean something else in English (barn childfart speedbra goodprick dotpuss kisskiss urine, and so on).

Interestingly, another reason for the resistance to this new word may be that personal pronouns belong to what we may call ‘closed word categories’. Typically ‘open word categories’ are verbs, nouns and adjectives. These are categories where most people welcome new additions and creative solutions. The closed categories, like personal pronouns or prepositions, not so much.

The gender-neutral pronoun hen was included into the Swedish Academy Dictionary in 2015, with the advert slogan ‘Hen är här nu’ (Hen is here now). The debate is still on going, although we can probably assume that it will fizzle out with time and the pronoun will be fully absorbed into everyday Swedish.

The Swedish sin

The Swedish sin

The Swedish sin is an internationally known phenomenon that has influenced foreigners’ views on Swedish women for years. The source of the epithet is a speech given by US president Dwight D Eisenhower in 1960, in which he claimed that “sin, nudity, drunkenness and suicide” in Sweden were due to welfare policy excess. People soon forgot the link to welfare policy and the rest but the sin remained or remains.

However, today we’ll be discussing a different kind of sin. 🙂 The reflexive possessive pronoun sin.

It is a grammatical issue in Swedish that many, especially English speakers, find difficult;  how to use the reflexive possessive pronouns sin, sitt and sina.

I personally think that the Swedish language is pretty neat in this way, that we can easily distinguish between:

  • Hon pratade med grannen om hennes bil. She spoke to the neighbour about the neighbour’s car.
  • Hon pratade med grannen om sin bil. She spoke to the neighbour about her (own) car.

Isn’t it pretty cool to be able to clarify that with the uses of hennes and sin? This distinction does not exist in English, which can give rise to confusion (and require clarification about who you are actually referring to).

We use this reflexive possessive pronoun when we say that the noun belongs to the subject in the sentence. Hon talade om sin bil. She talked about her (own) car. The word sin links back to the subject (hon), and means that the car belongs to the subject.

We use sin in this example, because sin is the en-word version – and the word bil is an en-word. If it was an ett-word instead, let’s say hus, then the sentence would look like this:

  • Hon pratade om sitt hus. She spoke about her (own) house.

We would use sitt, because this is the ett-word version of this reflexive possessive pronoun. Sin and sitt are used when the noun is singular (just one thing).

If the noun is in plural, you would use the plural-version (regardless of whether the noun is en or ett in singular) – sina – like this:

  • Hon pratade om sina bilar. She spoke about his own cars.

But if she was talking to the neighbour about the neighbour’s house, or cars, the sentences would look like this:

  • Hon pratade med grannen om hennes hus. She spoke about her house(s).
  • Hon pratade med grannen om hennes bilar. She spoke about her cars.

So the important thing is that the noun belongs to the subject of the sentence. If so, you use sin, sitt, or sina.

Sin, sitt, sina are only used in this way for the third person – both singular and plural. So, in other words, this only kicks in when you talk about someone else (not jag or du). It could be han or hon, or de. It could also be when you use people’s names when you talk about them in third person.

However, it is important to remember that we only use sin, sitt, sina when it is in the object position. We do not use it when the noun is a part of the subject.

Hon pratade länge med sin granne. She talked for a long time with her neighbour.

Here, hon is the subject and sin granne is the object.

Hon och hennes granne pratade länge. She and her neighbour talked for a long time.  

But here, hon och hennes granne are together the subject. In this case, we use hennes instead as sin/sitt/sina can never be a part of the subject in a sentence.

Interestingly, according to research, this distinction is become more blurred – especially among young people who do not have Swedish as their mother tongue. They are less likely to use sin, sitt, sina and would instead use hans, hennes or deras. They are also particularly likely to use hans, hennes or deras after a preposition, such as or av. So for example: Vem är han arg på? Who is he angry at (/with)? hans mamma. (At) his mother. Whereas those who have Swedish as a mother tongue are more likely to say sin mamma, in this case.

But does this mean that this grammatical rule is slowly changing? Researchers are divided, but it seems that this kind of use of the reflexive possessive pronoun does not influence “mother tongue speakers”, so it seems unlikely that the rule will change within a near future, even though examples of alternative uses may become more common in the future.

Learn Swedish study group on Facebook

HEJ! 

We are very excited about our new study group – Learn Swedish with Swedish Made Easy – that we launched last weekend on Facebook.

This is a community study group for those you are studying Swedish with Swedish Made Easy, or those interested in studying with us. In this group, you can find some company, inspiration, help and motivation! I (Anneli) and Daniel are both there to help, and you can also connect with other people around the world who are also studying Swedish.

Studying via Skype/on your own can be a bit lonely sometimes, so in this group we can share recommendations, tips, tricks and ideas with each other.

Hope to see you there!

/Anneli

Verb comes second – Swedish word order

Verb comes second – Swedish word order

One of the major issues with learning Swedish, especially for English speakers, is word order in sentences. People nearly fluent still sometimes make word order mistakes in Swedish, and for beginners this is really difficult to get your head around. These kinds of mistakes sound pretty ugly to Swedes: no native Swede would do this, so it is a very obvious clue that someone is not Swedish.

Compare these two sentences in English:

1. I eat breakfast at 8 o’clock.

2. At 8 o’clock I eat breakfast.

In number 1, the time (at 8 o’clock) is placed in the end. In number 2, the time is placed in the beginning. Regardless of if you place it in the beginning or the end, the “core sentence” (I eat breakfast / subject-verb-object) remains the same in terms of word order.

Now look at the same sentence in Swedish:

1. Jag äter frukost klockan 8.

2. Klockan 8 äter jag frukost.

From an English perspective, this looks odd. In number 1, the time is placed in the end, just like in the English version. But in number 2, something happens when the time is placed in the beginning. The word order of the “core sentence” has changed (äter jag frukost / verb-subject-object).

Instead of trying to remember to speak the core sentence backwards, many find it easier to think about the positioning of the verb: the verb comes second. Look at these sentences again:

1. Jag äter frukost klockan 8. (subject-verb-object-time)

2. Klockan 8 äter jag frukost. (time-verb-subject-object)

In both sentences, the verb comes in the second position. And when I say second position, I do not mean that the verb is the second word. Time expressions, like klockan 8 in the example above, can be short one-word expressions (först, sedan, nu, ibland), two word combinations (på kvällen, i går, nästa vecka) or even longer (klockan fem i halv nio på måndag morgon). However long or short they are, they are all time expressions. And if you start a sentence with them, then the verb must come in second position after the time expression.

The same also happens with place expressions. They can be short (här, där, hemma), longer (i Sverige, hemma hos oss, på jobbet) or really long (på soffan i vardagsrummet hemma hos oss i Nottingham). Regardless, if you start a sentence with a place expression, verb must come in second position, just like with time expressions.

A good way to practice this, is to actually alter the rhythm in which you speak. I have noticed that many English speakers have a natural rhythm when they speak these kind of sentences in English. It goes something like this:

“Yesterday I………. stayed up late.”

“This weekend we……..’re going away.”

“Tomorrow I…………. finish work early.”

The time/place and subject are said in one breath, followed by a natural pause while finding the verb, and then the sentence continues. If you apply the same rhythm while speaking Swedish, you end up in trouble. And once you’ve got to the verb, the damage has already been done – the word order is incorrect.

Instead, practice making the pause immediately after the time or place expression, and look for the verb. Then add the subject, and then continue. Like this:

“I morgon……(look for the verb)……….. jobbar jag… hela dagen.”

“I helgen……..(look for the verb)………. ska vi… åka till London.”

“I köket……….(look for the verb)………. finns det… en extra stol.”

If you practice this slightly different flow and rhythm in your speaking, you’ll get into a new way of constructing your sentences, and it will become easier to do it correctly.

Lycka till! /Anneli

verb comes second