Swedish Conjugation - FREE download Swedish Conjugation
Swedish Conjugation - FREE download Swedish Conjugation
Conjugation Swedish - FREE download Conjugation Swedish
Appendix:Swedish verbs - Wiktionary
Swedish conjugation - bab.la verb conjugator
Cool Swedish Verb Conjugator | Cooljugator.com
Swedish Verbs Be and Have - Vara and Ha - ielanguages.com
Swedish Grammar 101 | OptiLingo
Free Swedish Conjugation Downloads (Page 2)
Conjugating Regular Verbs in Swedish in Present and Past
The 20 Most Common Swedish Verbs - Babbel Magazine
swedish conjugation pdf
swedish conjugation pdf - win
Some Norwegian resources and other helpful stuff
These resources have been gathered by the helpful users on the Norwegian language learning exchange Discord server (please see further down for more information about Discord). Links to many more resources can be found on that server. Probably missed a lot, some due to laziness, and some due to limit in max allowed post size. Will edit as necessary.
Courses, grammar lessons, educational books, etc.
Duolingo (from A1 to A2/B1)
duolingo.com is free to use, supported by ads. Optional pay for no ads and for a few more features. The Norwegian course is one of the more extensive ones available on Duolingo. The volunteer content creators have put a lot of work into it, and the creators are very responsive to fixing potential errors. The audio is computer generated. You learn words and constructed sentences. If you use the browser version you will get grammar tips, and can choose if you want to type the complete sentences or use selectable word choices. The phone app might or might not give access to the grammar tips. A compiled pdf of the grammar tips for version 1 can be found on Google drive. (The Norwegian course is currently at version 4).
Memrise (from A1 to A2/B1)
memrise.com is free to use. Optional pay for more features. A few courses are company made, while several others are user made. No easy way to correct errors found in the courses. Audio is usually spoken by humans. You learn words and constructed phrases.
Free to use. Optional books you can buy. Made by the University in Trondheim, NTNU. Audio is spoken by humans. A complete course starting with greetings and ending with basic communication.
Free to use. Optional pay for more features. Audio and video spoken by humans. Made by the University of Oslo, UiO. Or by the University in Trondheim, NTNU. Can be done at any time, but during their scheduled times (usually start of the fall and the spring semester) you will get help from human teachers.
CALST — Computer-Assisted Listening and Speaking Tutor
CALST is free to use. Made by the University in Trondheim, NTNU. Audio is spoken by humans. Choose your native language, then choose your Norwegian dialect, then continue as guest, or optionally register an account. Learn how to pronounce the Norwegian sounds and differentiate similar sounding words. Learn the sounds and tones/pitch. Not all lessons work in all browsers. Chrome is recommended.
clozemaster.com is free to use. Optional pay for more features. Not recommended for beginners. Content is mostly user made. No easy way to correct errors. Audio is computer generated. You learn words (multiple choice).
The authoritative dictionary for spelling Norwegian. Maintained by University of Bergen (UiB), and Språkrådet (The language council of Norway) that has government mandate to oversee the Norwegian language.
Also available as a free phone app.
Lists all acceptable inflection/conjugation/declension spelling forms of words, so some find it confusing.
Does now show pronunciation since Norwegian has no official way to pronounce words.
Has dictionaries for a several languages commonly learned by Norwegians, for example English, German, French, Spanish, Portuguese, Italian, Polish, Russian, Chinese, Arabic, Swedish.
Discord is a web-browsephone/windows/mac/etc-app that allows both text, voice and video chat. If you are new to Discord its user interface might be a bit confusing in the beginning, since there are many servers/communities and many topics on each server. If you're new to Discord and you try it, using a web-browser until you get familiar and see if this is something you enjoy or not is recommended. If you use a phone you will need to swipe left and right, long-press and minimise/expand categories and stuff much more than on a bigger computer screen, which probably adds complexity to the initial confusion of a using an unfamiliar app.
Ekko https://radio.nrk.no/serie/ekko — A daily (Monday to Saturday) NRK programme about society, with interviews, reports and more.
Språkteigen https://radio.nrk.no/podkast/spraakteigen — A weekly NRK podcast about new words and old words, new research and strange language phenomena. Recommended for advanced learners.
Verdiboersen https://radio.nrk.no/podkast/verdiboersen — Weekly NRK podcast. Ethical, moral, political and philosophical discussions over topics of worldview and life in a society.
Visit your local library in person and check out their web pages. It gives you free access to lots of books, magazines, films and stuff. Most also have additional digital stuff you get free access to, like e-books, films, dictionaries, all kind of magazines and newspapers. Some even give you free access to some of the paid Norwegian languages courses listed above.
These resources have been gathered by the helpful users on the Norwegian language learning exchange Discord server (please see further down for more information about Discord). Links to many more resources can be found on that server. Probably missed a lot, some due to laziness, and some due to limit in max allowed post size. Will edit as necessary.
Courses, grammar lessons, educational books, etc.
Duolingo (from A1 to A2/B1)
duolingo.com is free to use, supported by ads. Optional pay for no ads and for a few more features. The Norwegian course is one of the more extensive ones available on Duolingo. The volunteer content creators have put a lot of work into it, and the creators are very responsive to fixing potential errors. The audio is computer generated. You learn words and constructed sentences. If you use the browser version you will get grammar tips, and can choose if you want to type the complete sentences or use selectable word choices. The phone app might or might not give access to the grammar tips. A compiled pdf of the grammar tips for version 1 can be found on Google drive. (The Norwegian course is currently at version 4).
Memrise (from A1 to A2/B1)
memrise.com is free to use. Optional pay for more features. A few courses are company made, while several others are user made. No easy way to correct errors found in the courses. Audio is usually spoken by humans. You learn words and constructed phrases.
Free to use. Optional books you can buy. Made by the University in Trondheim, NTNU. Audio is spoken by humans. A complete course starting with greetings and ending with basic communication.
Free to use. Optional pay for more features. Audio and video spoken by humans. Made by the University of Oslo, UiO. Or by the University in Trondheim, NTNU. Can be done at any time, but during their scheduled times (usually start of the fall and the spring semester) you will get help from human teachers.
CALST — Computer-Assisted Listening and Speaking Tutor
CALST is free to use. Made by the University in Trondheim, NTNU. Audio is spoken by humans. Choose your native language, then choose your Norwegian dialect, then continue as guest, or optionally register an account. Learn how to pronounce the Norwegian sounds and differentiate similar sounding words. Learn the sounds and tones/pitch. Not all lessons work in all browsers. Chrome is recommended.
clozemaster.com is free to use. Optional pay for more features. Not recommended for beginners. Content is mostly user made. No easy way to correct errors. Audio is computer generated. You learn words (multiple choice).
The authoritative dictionary for spelling Norwegian. Maintained by University of Bergen (UiB), and Språkrådet (The language council of Norway) that has government mandate to oversee the Norwegian language.
Also available as a free phone app.
Lists all acceptable inflection/conjugation/declension spelling forms of words, so some find it confusing.
Does now show pronunciation since Norwegian has no official way to pronounce words.
Has dictionaries for a several languages commonly learned by Norwegians, for example English, German, French, Spanish, Portuguese, Italian, Polish, Russian, Chinese, Arabic, Swedish.
Discord is a web-browsephone/windows/mac/etc-app that allows both text, voice and video chat. If you are new to Discord its user interface might be a bit confusing in the beginning, since there are many servers/communities and many topics on each server. If you're new to Discord and you try it, using a web-browser until you get familiar and see if this is something you enjoy or not is recommended. If you use a phone you will need to swipe left and right, long-press and minimise/expand categories and stuff much more than on a bigger computer screen, which probably adds complexity to the initial confusion of a using an unfamiliar app.
Ekko https://radio.nrk.no/serie/ekko — A daily (Monday to Saturday) NRK programme about society, with interviews, reports and more.
Språkteigen https://radio.nrk.no/podkast/spraakteigen — A weekly NRK podcast about new words and old words, new research and strange language phenomena. Recommended for advanced learners.
Verdiboersen https://radio.nrk.no/podkast/verdiboersen — Weekly NRK podcast. Ethical, moral, political and philosophical discussions over topics of worldview and life in a society.
Visit your local library in person and check out their web pages. It gives you free access to lots of books, magazines, films and stuff. Most also have additional digital stuff you get free access to, like e-books, films, dictionaries, all kind of magazines and newspapers. Some even give you free access to some of the paid Norwegian languages courses listed above.
Bonjour - This week's language of the week: French!
French (le français [lə fʁɑ̃sɛ] la langue française [la lɑ̃ɡ fʁɑ̃sɛz]) is a Romance language spoken as an official language in 29 different countries, on five continents. There are approximately 76 million native French speakers, with 40% living in Europe, 35% in sub-Saharan Africa, 15% in North Africa and the Middle East and 8% in the Americas. French is the sixth most spoken language in the world (behind Mandarin Chinese, English, Hindi, Spanish and Arabic) as well as the second most commonly learned language in the world (behind English). Overall, there are an estimated 274 million people "able to speak the language". The OIF estimates that, by the year 2050, there will be approximately 750 million French speakers, with the vast majority (80%) of them residing in Africa.
Linguistics
French is a Romance language, descended from the Vulgar Latin spoken in Northern Gaul. Over the course of its history, it has pushed out other Romance languages of the surrounding area, though a few (such as Occitan) are still spoken. It has been substantially influenced by Germanic and Celtic languages; even the name, French, is a borrowing from a Germanic language. Classification French's full classification is as follows: Indo-European (Proto-Indo-European) > Italic (Proto-Italic) > Romance (Vulgar Latin) > Western Romance > Gallo-Romance > Langues d'oïl > French Phonology and Phonotactics French can distinguish up to 17 vowels. Of these, 13 are oral vowels, while the remaining four are nasal vowels. The final vowel (usually /ə/) of a number of monosyllabic function words is elided in syntactic combinations with a following word that begins with a vowel. For example, compare the pronunciation of the unstressed subject pronoun, in je dors /ʒə dɔʁ/ [ʒə.dɔʁ] ('I am sleeping'), and in j'arrive /ʒ‿aʁiv/ [ʒa.ʁiv] ('I am arriving'). There are 20 consonant sounds, with one more appearing solely in loan words. Many words in French can be analyzed as having a "latent" final consonant that is pronounced only in certain syntactic contexts when the next word begins with a vowel. For example, the word deux /dø/ ('two') is pronounced [dø] in isolation or before a consonant-initial word (deux jours /dø ʒuʁ/ → [døʒuʁ] 'two days'), but in deux ans /døz‿ɑ̃/ ('two years'), the linking or liaison consonant /z/ is pronounced. Stress is not contrastive in French and is markedly less pronounced than stress in English. However, it appears on the first 'full syllable' (syllable without a vowel other than a schwa) in the word. If a word is monosyllabic, it can bear stress normally but usually functions as a clitic. French does allow for an emphatic stress, however, where stress is shifted to call attention to a specific element in a given context such as to express a contrast or to reinforce the emotive content of a word. This occurs on the first non-consonant initial syllable of the word. This does not interfere with grammatical stress. If the word begins with a vowel, emphatic stress falls on the first syllable that begins with a consonant or on the initial syllable with the insertion of a glottal stop or a liaison consonant. French iontonation is different from that of English, and four patterns can be found:
The continuation pattern is a rise in pitch occurring in the last syllable of a rhythm group (typically a phrase).
The finality pattern is a sharp fall in pitch occurring in the last syllable of a declarative statement.
The yes/no intonation is a sharp rise in pitch occurring in the last syllable of a yes/no question.
The information question intonation is a rapid fall-off from high pitch on the first word of a non-yes/no question, often followed by a small rise in pitch on the last syllable of the question.
If you were to follow typical French syllable rules, there would be a possible of 14 different types. However, because of the complicate rules involving the schwa, this number can be lowered to 8 possible syllable types. Grammar Typical French word order is Subject-Verb-Object, though there are variations to this. French nouns contain grammatical gender, marking masculine and feminine genders. They do not decline for case, instead using prepositions and a stricter word order. However, French nouns do decline for number (however, in a lot of cases the plural and singular forms are pronounced the same). Likewise, the French article inflects to agree with the gender and number of the noun, as do French adjectives. French pronouns inflect for person, gender, number and case. In fact, French object pronouns are clitics, often appearing before the verb (an exception to the VSO word-order). In fact, this has led some linguists to claim that French is currently undergoing a shift towards polysynthesis from a fusional language. French usually expresses negation in two parts, with the particle ne attached to the verb, and one or more negative words (connegatives) that modify the verb or one of its arguments. Negation encircles a conjugated verb with ne after the subject and the connegative after verb, if the verb is finite or a gerund. However, both parts of the negation come before the targeted verb when it is in its infinitive form. In colloquial French, however, the particle, ne, is often dropped. This is part of a process known as Jespersen's Cycle. French verbs conjugate to reflect mood, tense, aspect and voice. Technically, and in writing, French verbs also conjugate for person/number, but these forms have become homophonous in native speech and merely exist as relics in the written word. Thus French is not a pro-drop language, and the pronouns must exist for the subject of a sentence, contrary to other Romance languages like Spanish. French has seven moods (indicative, imperative, subjunctive, conditional, infinitive, participle and gerundive), three tenses (past, present and future), two aspects (perfective and imperfective) and three voices (passive, active, reflexive). Not all combinations of these are possible; in fact, only a total of 7 exist, excluding the three voices. The simple (one-word) forms are commonly referred to as the present, the simple past or preterite (past tense, perfective aspect), the imperfect (past tense, imperfective aspect), the future, the conditional, the present subjunctive, and the imperfect subjunctive. However, the simple past is rarely used in informal French, and the imperfect subjunctive is rarely used in modern French at all. Miscellany
French is one of the originating languages for a large number of creoles, most notably Haitian Creole.
French has supplanted most of its closest-related languages, and continues to supplant languages in France.
French has a long history as an international language of literature and scientific standards and is a primary or second language of many international organisations including the United Nations, the European Union, the North Atlantic Treaty Organization, the World Trade Organization, the International Olympic Committee, and the International Committee of the Red Cross.
Bloomberg Businessweek named French the third most useful language for business, after Mandarin Chinese and English.
Samples
Spoken sample: https://www.youtube.com/watch?v=qX3ALAEfrxU (Lullaby) https://www.youtube.com/watch?v=zz8DJuby5Eo (Newscast) Written sample: Aussitôt, comme d'habitude encore, la plate-forme du fort Saint-Jean s'était couverte de curieux; car c'est toujours une grande affaire à Marseille que l'arrivée d'un bâtiment, surtout quand ce bâtiment, comme le Pharaon, a été construit, gréé, arrimé sur les chantiers de la vieille Phocée, et appartient à un armateur de la ville. (From The Count of Monte Cristo)
Sources
Further Reading
Wikipedia page on French, and related links
Investigating Syllable Structure and its variation in speech from French radio interviews (Adda-Decker et al)
кирип моорлаңар - This week's language of the week: Tuvan!
Tuvan (Тыва дыл, Tıwa dıl; [tʰɯˈʋa tɯl]; also known as Tuvinian, Tyvan or Tuvine) is a Turkic language spoken by slightly fewer than 300,000 in the Tuva Republic in south-central Siberia. Diaspora groups of Tuvan people that speak varying dialects can also be found in Mongolia and China.
Linguistics
As a Sayan Turkic language, Tuvan is closely related to the Tofa language, a moribund language in Russia's Irkutsk Oblast, which it once formed a dialect continuum with. From being a Turkic language in general, it is more distantly related to other languages such as Tatar (not to be confused with Crimean Tatar, to which they're both related as well), Kyrgyz, and of course everyone's favourite language, Uzbek. Classification Tuva's full classification is as follows: Turkic (Proto-Turkic) > Common Turkic > Siberian Turkic > South Siberian > Sayan Turkic > Tuvan Phonology and Phonotactics Tuvan has 16 different vowel phonemes, contrasting 8 different qualities and 2 different lengths. Tuvan also has 8 'low-pitch' vowels that appear in word-initial syllables. Foг most sрakегs, this is rеalizеd as very low modаl voice, which hаs the aсoustiс сorгelate of low pitсh (low fundamental frеquеnсy). Early studies analyzed these as separate vowels, giving a total number of 24 vowel phonemes; however, following Anderson & Harrison (1999), from which this work draws, here they are analyzed as suprasegmental features. Thus, in the IPA, the phonemic vowels are /i y e ø ɯ u a o/ and their long counterparts. Note that, throughout this write-up, the vowels /y ø ɯ/ might be written with their turcological symbols, ü ö ɨ/ï, respectively. Like most Turkic languages, Tuvan has a process of vowel harmony, inherited from Proto-Turkic, which already had it fully formed. Tuvan has two types of vowel harmony, Back and Round. Because of Tuvan's perfectly symmetrical vowel system, both classes contain four phonemes and no phonemes are left out of the harmony processes, i.e. there are no neutral vowels. Out of these two, back harmony is the most robust. The process of back harmony means that either all vowels must be front vowels (the first four listed above) or back vowels (the last four). Vowels in suffixes take their cue from the closest vowel to the left, whether it's in the root or another suffix. Thus all Tuvan suffixes have at least two allomorphs, one for front vowels, and one for back vowels. An example of this is given in is-ter-im-den ('footprint-PL-1-ABL), at-tar-ïm-dan (name-PL-1-ABL), where you can see the front and back alternations of the three suffixes. Back vowel harmony arises even when consonant clusters from borrowed words are simplified by vowel epenthesis, showing just how robust this type of vowel harmony is. Unlike other Turkic languages, such as Uzbek, where vowel harmony only applies weakly (and might be more of a relic than applying at all), Tuvan only has four morphological suffixes exceptions to back vowel harmony, allative, diminutive, durative and sequential. They may be classified respectively as invariant (non-alternating) elements (allative), borrowed suffixal elements (diminutive), or fused elements (durative, sequential). Other exceptions to back harmony occur in some compound words, through ablaut (an intensive form is created by applying ablaut to the second vowel of a disyllabic adjective; this ablauted vowel is always front, regardless of the first vowel) as well as due to co-articulatory features in fluent speech. The latter of these causes disharmony in several other Turkic languages as well. Round harmony, on the other hand, is much more restricted in its appearance. Under round harmony, high vowels that follow a round vowel must also be round. Thus, round harmony only targets two vowels, /i/ and /ï/, which become realized as /ü/ and if the vowel before them is a round vowel. The only time the rounded high vowels appear in post-initial syllables is when this process of vowel harmony takes place. Native words thus contain no examples of a round vowel followed by a high unrounded vowel. Furthermore, due to phonotactic contrasints, no rounded vowel may follow an unrounded vowel. Thus the only time that the mid-rounded vowels, /ö/ and /o/ occur in native words is in the initial vowel position, with a few exceptions that originally derived from compound words. There are 19 native Tuvan consonant phonemes, with two more appearing only in loan words. Tuvan consonants undergo a predictable pattern of surface changes when they are realized in a word. Tuvan bilabial stops only contrast in word-initial position. For some speakers, the contrast between [b]/[p] and [d]/[t] is one of (weak) voicing, while for other speakers they are contrasted by aspiration. No onset clusters exist in native Tuvan words, being limited solely to borrowings. Only two possible clusters exist in the coda - [rt] and [jt]. All other word-internal clusters are heterosyllabic (i.e. they occur in two different syllables). The following syllable types are attested in native Tuvan words: V, VV, VC, VVC, VCC, CV, CVV, CVC, CVVC, CVCC. Stress in Tuvan is weak, and falls on the final syllable of a word. This stress is not sensitive to vowel quality, thus it is not attracted to long vowels; if suffixes are added, the stress typically shifts to the final suffix, though there are a few non-stress-bearing suffixes. Morphology and Syntax Tuvan, like all Turkic languages, is an agglutinative language, meaning suffixes are tacked on to the ends of words, often forming one long word that could represent a full English sentence. However, Tuvan does have a few morphological processes -- elision, vowel lengthening and reduplication -- which are not agglutinative. Tuvan's basic word order is subject-object-verb. Noun phrases and verb phrases are head-final, with the maximum expansion of the noun phrase being [Demonstrative-Possessive-Adjective Phrase-Noun] and the verb phrase being [Direct Object - Indirect Object- Subject - Verb]. Some freedom is permitted within the verb-phrase for focus, with objects that move closer to the verb being more focused; however, the verb always occurs finally. Postpositions are also used in the language. Tuvan makes no morphological distinction based on noun class/gender. However, there is one exception, the words meaning 'old' and 'young', which have different words based on whether the object is animate (people, animals, trees, the heart, etc.) or inanimate (things, plants, body parts). The animate words for old and young are, respectively, kirgan and anyak; the inanimate ones are, respectively, èrgi and čaa, with the latter also meaning 'new'. Tuvan likewise has no definite articles, with the demonstratives taking its place when something needs to be overtly marked. However, despite not making any morphological distinctions based on noun class, Tuvan nouns do decline for seven cases -- nominative, accusative, genitive, dative, locative, ablative and allative -- as well as for plurality. The plural marker precedes any possessive and case affixes. Nouns that are quantified by a number generally do not take the plural suffix, and ones that take a numerical-qualifier can take the plural to give a distributive meaning (i.e. 'I have read many different books'). The base case of Tuvan nouns is the nominative case, which is also the unmarked case. The nominative case is used to mark the subject of the sentence, as well as the first nominal in a two-part possessive construction. It's also used in constructions with 'auxiliary' nouns. Furthermore, it is used for an indefinite direct object of a transitive verb. The ablative case is used to mark motion away from an object. This has been extended into temporal use as well, thus mart aydan (March month-ABL) means 'from March'. It also marks the source and the comparandum in a comparative construction. Furthermore, in uses specific to Tuvan among the Turkic languages, the ablative is used to mark the agent in certain passives and to give a partitive meaning. It is governed by certain postpositions as well. While the accusative case in general is used to mark direct objects, it does not do this automatically in Tuvan. In fact, the accusative's primary function in Tuvan is to mark definiteness or specificity on direct objects. Furthermore, it make mark the subjects in some subordinate clauses, as well as the predicate itself in aother types. It can be used along with a third person possessive as a vocative and in some dialects its used to mark a causee over the dative case. Contrary to other Tuvan cases, the allative case has basically one function, to mark direction wards a location, though it may also be used to denote motion around an object. This case is not descended from the Old Turkic allative case, but possibly arose from the word čak ('moment'). The Tuvan dative case serves to mark the recipient or indirect object of a verb. It is also used to mark an expressed causee in causative formations, as well as an expressed agent in passive formations. Tuvan also uses the dative instead of the locative case in the past and future to express location, and it can sometimes be used to express direction instead of the allative. It also marks the experiencer subject with certain adjectival predicates and is required on the object of other adjectival predicates. The Tuvan genitive case's primary function is to mark the possessor in a possesive construction, followed by a noun with with a possessive suffix (see below). It can also be used to mark the subject in some subordinate clauses. The locative case expresses location solely in the present-tense in Tuvan. This has been extended to temporal locations as well, in which case it is still used in the past tense. A salient feature of Tuvan is that possessive constructions mark both the possessor and the possessum (thing possessed). The possessor in the clause takes the genitive case, whereas the possessum is marked with a special suffix corresponding to the number and person of the possessor. Some of these forms can be seen in the table below. Tuvan also has a class of 'auxiliary nouns', which often indicate what would be indicated with prepositions and postpositions in other languages. Postpositions are found in Tuvan as well, but there is a formal difference in how the auxiliary nouns act when compared to the postpositions, so the two are treated as separate classes.
Nominative
1.POSS
2.POSS
3.POSS
1.PL.POSS
2.PL.POSS
3.PL.POSS
English
xap
xavïm
xavïŋ
xavï
xavïvïs
xavïŋar
xavï
'bag'
küš
küžüm
küžüŋ
küžü
küžüvüs
küžüŋer
küžü
'strength, power'
The possessive markers precede the case markers, but they follow the plurality marker. Tuvan has six pronouns, distinguishing two numbers (singular and plural) and three persons. Gender is not distinguished in the pronouns. The third singular form is also identical to the demonstrative 'that'. These pronouns are declined for all seven cases; the singular ones have certain irregularities in their declension patterns, but the plurals all decline regularly. The pronouns, in the nominative case, are summarized in the table below.
Pronoun
Meaning
men
1st singular
sen
2nd singular
ol
3rd singular
bis(ter)
1st plural
siler
2nd plural
olar
3rd plural
Tuvan pronomial verbal markers can appear in two ways on verbs, either as enclitics or as suffixes. All main-clause verb forms take them as enclitics (except one of the past tense forms, to be described below), whereas all subordinate clauses use the suffix form. These markers, except for the third plural, are always required, whereas the pronoun is optional and frequently dropped; Tuvan is thus a pro-drop language. In terms of tense-aspect-mood, Tuvan has an extensive number of affixes to express an extensive amounts of distinctions. Likewise, auxiliary verbs are also used to further increase the distinctions available. Some of these are described below. Tuvan has two past tense categories, an 'assertive/definite' and a 'non-assertive/indefinite', past. Both of these are represented on the verb with an affix. The assertive past is the one exception to the use of the pronomial enclitics among main clause verbs in Tuvan. For most verbs, there is no clear-cut semantic distinction, though there are minimal contrasts that could be established for a few verbs. Generally, the non-assertive is the unmarked form, and refers to a general point in the past; it can also be used to express a point further back in the past, such as the English past perfect. The assertive, therefore, may refer to a recent or definite time in the past, and also refers back to things already introduced; in many people's speech, it occurs primarily with first person subjects. A full conjugation paradigm for the two past tenses can be seen in the table below.
Non-Assertive Past
Assertive Past
English
uškan men
uštum
I flew
uškan sen
uštuŋ
You flew
uškan
uštu
S/he flew
uškan bis
uštuvus
We flew
uškan siler
uštuŋar
You (pl.) flew
uškan(nar)
uštu(lar)
They flew
Non-past is expresed as one form in Tuvan, thus ažïdaar men can mean "I work" or "I will work". Non-past actions are commonly denoted by auxiliary verbs, which may express a progressive or non-progressive meaning. Tuvan has six aspect markers on the verb, the iterative, used colloquially to mark expressive actions as well as iterative actions; the perfective; the resultative, used to mark and emphasize actions completed in the past, and used to emphasize the truth of a statement the hearer doubts (e.g. I did see you!); unaccomplished, used to mark an unaccomplished action and now mostly extinct. It carried a sense that the verb would be completed in the near future; emphatic, marked with reduplication, which adds emphasis to the verb or the connotation of a rapid/intense action; cessation, 'to stop doing X'. Tuvan also marks an extensive set of modal categories on the verb. These include the conditional, marking conditional statements in the past and future, and used to mean 'in order to'; the concessive mood, corresponding to English 'even though' or 'although'; the conciliatory, or optative, which signals the concession or agreement on the part of the subject to perform an action; the desiderative; the evidential mood, which can also signal reported speech or the inadvertant, involuntary or unexpected nature of an action; the imperative mood. Verbs are negated with a suffix. Tuvan also has a system of converbs, which can add shades of semantic meaning to the verb. Likewise, there is an extensive system of auxiliary verbs, which, when used with certain converbs, can add a further distinction in various tenses, aspects and moods. One example of this is where an auxiliary can be used to create a continuous meaning. Furthermore, other auxiliaries can add various shades of meaning, such as a self-benefactive voice, capabiliative mood, inchoative aspect, benefactive voice, etc. Some auxiliaries determine the meaning depending on the converb or semantic class of the verb, but most auxiliaries only have one meaning, despite the converb. A list of these auxiliaries, and their additional meanings, can be seen in the table below.
Auxiliary
Meaning
al-
self-benefactive voice or capabilative mood
ber-
inchoative aspect or benefactive mood
bar-
completitive/perfective action or translocative action (across space)
Tuvan currently uses a modified version of the Russian Alphabet, with three additional letters.
Historically, Tuvan was written with the Mongolian script, and a Tuvan monk designed a Latin based script
There is no traditional way to transcribe Tuvan Cyrillic, so traditional methods are often resorted to; Turkologists often use the Turkic Notation, which was used through this post
Tuvan throat singing is a well-known musical style of the Tuvan people, as well as of other peoples of the steppes. A link is included below.
As can be seen, I’ve divided the literature into various categories depending on how the university has constructed it for each and every course. So, whether you want to embark on taking the full academic course (which I currently am) or you’re just curious about certain things, it’s all up for grabs!
Reminder
More literature will be added in relation to my progression in the remaining courses. In the meantime, feel free to pitch in!
Resources
1 | History of psychiatry
By shedding light on the history of psychiatry and its future challenges from a multidisciplinary perspective wherein epidemiology, existence, ideologies, life, and time are viewed in correlation to human living conditions, the key focus in this course lies on the historical development of recovery-oriented psychiatry via a phenomenological-existentialist perspective.
By shedding light on plausible future challenges of psychiatry with the aforementioned perspectives, variables, and conditions, the key focus in this course lies on the present and future development of recovery-oriented psychiatry via a phenomenological-existentialist perspective.
By shedding light on how to describe and clarify various perspectives found within psychopathology as well as its relation to epidemiology, etiology and the concept of illness, the key focus in this course lies on various comorbidity, diagnostic systems, experience of mental illness, and somatics.
By shedding light on health theory formation relating to the recovery movement, the key focus in this course lies on topics such as caregiving, good health, health ethics, and health promotion.
By shedding light on sociological theory formation relating to the recovery movement, the key focus in this course lies on the historical development of sociology and its necessity.
By shedding light on fundamental research relating to the recovery movement, the key focus in this course lies on the equipment of relational-practical skills with the user perspective at its core and involves topics such as empathy, inclusion, intersubjectivity, and narration.
By shedding light on welfare theory models, development trends, political ideologies, democracy, citizenship, and public administration, the key focus in this course lies on ethics and values ??characterizing social institutions and social support, but also psychiatric dysfunctions’ correlation with cultural, human, gender, and social perceptions as well as collaboration and participation.
By shedding light on collaboration between various social institutions from a recovery-oriented perspective, the key focus in this course lies on the many challenges, conditions, and issues relating to social organizations’ responsibilities relating to individual-based recovery and social inclusion as well as consequences due to mismanagement and non-collaboration.
By shedding light on socio-cognitive research and ethical problems in relational practice, the key focus in this course lies on how these two are viewed in terms of recovery-oriented social psychiatry.
By shedding further light on socio-cognitive research and ethical problems in relational practice, the key focus in this course lies on the correlation between the necessity of phenomenology and empathic interaction in tens of motivational practice.
By shedding even further light on socio-cognitive research and ethical problems in relational practice, the key focus in this course lies on the necessity of empathic interaction in terms of motivational interviewing.
By shedding light on the history of scientific philosophy, research ethics, and methodology, the key focus in this course lies on the formation of a scientific mindset in terms of social psychiatric issues, particularly in regards to the correlation between scientific theory and research methodology, as well as application of data processing, problem formulation, and research design.
By shedding light on the close relation to social psychiatry in terms of user organizations’ and professionals’ participation, the key focus in this course lies on reviewing, comparing, and problematizing various implementations of recovery-oriented measures.
15 | Health and mental ill-health in everyday life
By shedding light on human life and developmental psychology in relation to mental health and ill-health, the key focus in this course lies on prevention, recovery, and social inclusion via a phenomenological-existential perspective with particular focus on children, teenagers, and the elderly.
16 | Psychological treatment theories and psychiatric treatment methods
By shedding light on common psychological treatment theories and psychiatric treatment methods, the key focus in this course lies on critically examining the methods from a recovery-oriented social psychiatric perspective.
By shedding light on how social status and the like affects mental health, the key focus in this course lies on increased knowledge of existentialism and phenomenology in relation to interpersonal relationships in recovery-oriented social psychiatric practice.
Topor, A. et al. (2006) Others: The role of family, friends, and professionals in the recovery process (see 6:13)
18 | Cultural psychiatry
By shedding light on how culture and cultural belonging affects mental health, the key focus in this course lies on increased knowledge of existentialism and phenomenology in relation to intercultural relationships in recovery-oriented social psychiatric practice.
By shedding light on theoretical in-depth knowledge, the key focus in this course lies on emphasis for current research and its relation to social psychiatric work-oriented practice.
20 | Scientific theory and research methodology II
By shedding further light on the history of scientific philosophy, research ethics, and methodology, the key focus in this course lies on the formation of a scientific mindset in terms of social psychiatric issues, particularly in regards to various scientific theoretical orientations and research methodology.
By being provided with in-depth knowledge in a specific area of research wherein one can demonstrate his or her capability to carry out an independent scientific project, the key focus in this course lies on the application of previously acquired knowledge of scientific theory and research methodology via assessments founded on a critical analytical approach.
Hamjambo - This week's language of the week: Swahili!
Swahili, also known as kiswahili (lit. 'coast language') is a Bantu language spoken natively by between 2 and 15 million people. It was traditionally the language of the Swahili people but now acts as a lingua franca throughout most of East Africa, with between 50 million and 100 million total speakers. Swahili serves as a national language of three nations: Tanzania, Kenya, and the DRC. Swahili is also one of the working languages of the African Union and officially recognised as a lingua franca of the East African Community. Due to centuries of contact from trade along the Swahili coast, there are a lot of Arabic loanwords in Swahili.
Linguistics
Swaihili is a Bantu language, meaning it is related to other Bantu languages such as Zulu. Going back further, it is classified as a Niger-Congo language, meaning it is also more distantly related to Yoruba and Igbo. Classification Swahili's full classification is as follows: Niger-Congo > Atlantic Congo > Benue-Congo > Southern Bantoid > Bantu > Northeast Coast Bantu > Sabaki > Swahili Phonology and Phonotactics Swahili has five vowel phonemes, /ɑ/, /ɛ/, /i/, /ɔ/, and . There are 29 consonant phonemes, with the stops being distinguished between voiceless, voiceless aspirated and voiced. However, implosives occur as allophones of the voiced consonants (here, is an example of an implosive bilabial stop /ɓ/). Out of these 29 phonemes, three (the two dental fricatives and the voiced velar fricative (/ð/, /θ/ and /ɣ/ respectively) only occur in Arabic loanwords). It is also worth noting that the aspirated and unaspirated voiceless consonants seem to be collapsing and soon will no longer be phonemic. All vowel phonemes can occur either in the initial or final positions, as well as medially before or after vowel or consonant phonemes (i.e. /+ /, / +/, /V _/, /C _/, /V _/ and /C _/). All consonants can occur in the initial position, and all but voiceless aspirates can occur in pre- and post-vocalic medial positions. The voiceless aspirates only occur in pre-vocalic medial positions. In words of Bantu origins, practically only two consonant clusters are allowed: (1) nasal + consonant and (2) consonant + /j/ or /w/. However, a combination of the two types with nasal + obstruent + /j/ or /w/ can occur, such as in ugonjwa 'sickness'. All consonants except voiceless aspirates and /j/ and /w/ can occur after a syllabic /m/ before a syllable boundary. Non-syllabic [m] appears only before labial and labiodental clusters. /t/, /d/, /c/, /ʄ/, /s/, /z/, /w/ and /n/ commonly appear after /n/; if /n/ is syllabic, the appearance of /t/, /c/ and /s/ after it is restricted to monosyllabic stems with these initial consonant phonemes. Only velar consonants and /w/ appear after /ŋ/ and only /w/ after /ɲ/. /j/ does not occur after /b/, /d/, /ʄ/ or /g/, nor after any other non-bilabial or non-labiodental consonant. /w/ cannot occur after /f/, /h/ or /d/ unless /d/ is preceded by /n/ as in mpendwa 'favourite'. In non-Bantu loans, a number of other possible clusters can occur. The smallest syllable unit is either a vowel or a syllabic nasal, and they also mark the syllable division. Consonant clusters in Bantu words are tautosyllabic, so in the word mamba the /mb/ fall in the second syllable. The two most common syllable types found are /V/ and /CV/ though /CCV/ can be found in words that have either a nasal as the first consonant or /j/ or /w/ as the second. /CCCV/ is generally restricted to loan words, except in the case presented above with nasal+ obstruent + /w/ or /j/ (e.g. nyangwa 'sandy wastes'). /C(C)VC/ appears only in loan words. Despite Bantu syllables ending in a vowel, /s/ can occasionally be heard in colloquial speech due to a dropped vowel; however, this is often in free variation with the vowel-final syllable. In Bantu words, and as a general rule, stress falls on the penultimate vowel or syllabic nasal. However, in Arabic loans, it is also possible for the stress to fall on the antepenultimate one. Stress is used to give unity to a word and is used to help segment words. It can also be used to distinguish between two meanings such as in the phrases watáka kázi 'they want work' (accent denotes stress) and wataka kázi 'those looking for a job'. Unlike most Bantu languages, Swahili does not have tone. Grammar Swahili has a general word order of Subject-Verb-Object, though, since Swahili is an agglutinative, they can often be combined together. There are 18 noun classes (down from 22) in Swahili, and two numbers (singular and plural). However, the plurals aren't formed like in other languages; instead, a prefix is added and the noun changes class. Swahili pronouns do not distinguish case like English ones do, though they do distinguish plurality. Personal pronouns are not used for the third person when they do not represent people; instead demonstrative pronouns must be used. These demonstratives come in various forms depending on the noun class of the thing being referred to. The demonstratives referring to 'that' and 'those' are split based on distance from the speaker and if something was already referred to or not. Thus nouns in the first class have the demonstrative huyu 'this', yule 'that over there' and huyo 'that mentioned earlier'. Swahili does not distinguish possessive adjectives and nouns ('my' versus 'mine', in English). Instead, a prefix is added to the root based on the noun class of the thing being possessed. Adjectives in Swahili agree with the noun class of the noun they describe. Adjectives generally follow the nouns they modify. Conjugated Swahili verbs consist of a minimum of three parts: the subject marker, the tense marker and then the stem. The subject marker agrees with the noun class of the subject of the sentence. Because the subject marker must be used even in the case of an explicit subject, the subject can often be dropped e.g. Mimi nilienda dukani (I went to the store, explicit subject) and Nilienda dukani (I went to the store; non-explicit subject); in the previous example, the subject marker was ni-. If the verb has an object, an object prefix, based on the class of the object, comes between the tense marker and the stem. The object marker is only used for direct objects. Swahili verbs distinguish five simple tenses: present progressive, simple present, present perfect, past and future. Likewise, Sawhili verbs distinguish four moods: indicative, imperative, subjunctive and conditional. The middle two are not divided into tenses, but the conditional can have a past and a present tense. Swahili can also adopt 'compound tenses', of two-word tenses, to indicate the perfect progressive, past progressive, past perfect, future progressive and future perfect. Swahili verbs can adopt 'verb extensions' to change the meaning of the verb. There are six of these: the prepositional extension, used to say the verb is done 'to', 'for' or 'about' the direct object (e.g. Nilimsomea 'I read to him'); the passive extension, used to suggest the verb is done to, rather than by, the subject (e.g. Kilisomwa (na kamati) 'It was read (by the committee)'); the stative extension, used to to suggest the verb happens to the subject, but without an agent; can also be used to suggest that the action of the verb is able to happen (e.g. Baisikeli ilivunjika 'the bicycle broke'); the reciprocal extension, used to suggest two or more subjects performed the action together, or moved towards each other (e.g. tutaonana 'we sell each other'); the causitive extension, used to suggest the subject causes the direct object to perform the action of the verb (Aliendesha gair 'he drove the car' lit. 'he made the car go'); and the reversive extension, which is used to suggest the opposite of the root verb (e.g. Nilifungua mlango 'I opened the door', from kufunga 'to close'). Many verbs can take more than one extension e.g. kushonewa 'to be sewn for'. Swahili also makes use of extensive reduplication. This is when part of the word is repeated, which rarely happens in English ('fancy-shmancy' is an English example). In Swahili, reduplication can be used to for new words or to exaggerate the original word's meaning. It can also change the word from a verb to a noun, etc. e.g. kupinda (v. to bend, twist, fold up) => kipindupindu (n. seizure, convulsions, cholera). Miscellany
The earliest known documents in Swahili are letters written in 1711, though some consider the translation of the Arabic poem Hamziya to be the earliest known Swahili text.
Due to extensive contacts with Arabic and other Muslim traders dating back to the Middle Ages, the original script used to write Swahili was the Arabic Script. Because the language was the main language of commerce in East Africa, colonial administrators decided to standardize it. In June 1928, a conference attended by representatives from Kenya, Uganda, Tanganyika and Zanzibar took place. Since the speech of Zanzibar was considered more educated, it was adopted as the standard and a standardized Latin orthography was set up.
Swahili has become a second language spoken by tens of millions in three African Great Lakes countries (Tanzania, Kenya, and the DRC) where it is an official or national language. It is the only African language in the African Union. In 2016, Swahili was made a compulsory subject in all Kenyan schools. Swahili and closely related languages are spoken by relatively small numbers of people in Burundi, the Comoros, Rwanda, Malawi, Mozambique, and northern Zambia. The language was still understood in the southern ports of the Red Sea and along the coasts of southern Arabia and the Persian Gulf in the 20th century.
The language has quite a few dialects, with the standard being based, as mentioned, on the Swahili of Zanzibar Town.
The original name of the language was Kingozi. The current name comes from the Arabic سَوَاحِل (sawāḥil), meaning 'coasts'.
Perhaps the most famous Swahili phrase is 'hakuna matata' (roughly translated as 'no worries' lit. 'problems are not here') thanks to the Lion King; several other Swahili phrases were used in the movie.
ᰂᰮᰨᰧᰛᰶᰩᰕ - This week's language of the week: Lepcha!
Lepcha (ᰛᰩᰵ་ᰛᰧᰶᰵ; Róng ríng) is a Tibeto-Burman language spoken natively by between 30.000 and 60.000 people, mostly in the northern Sikkim and parts of Western Bengal, with some speakers in Nepal and Bhutan.
Linguistics
Lepcha is a Tibeto-Burman language, making it part of the larger Sino-Tibetan language family. This means it is related to many other languages of the Himalayan Highlands, such as Tibetan, as well as members of the Sinitic branch of languages, which includes Mandarin Chinese. Classification Lepcha's's full classification is as follows: Sino-Tibetan > Tibeto-Burman (Proto-Tibeto-Burman) > Lepcha Phonology and Phonotactics Lepcha has eight distinct vowels, distinguishing between four heights and three degrees of backness. While vowel length is not contrastive in Lepcha, vowels do tend to be longer in open syllables. Lepcha has 32 consonant phonemes. Among the stops, there is a three way contrast between voiceless unasiprated, voiceless aspirated and voiced consonants. The contrast in aspiration further exists among the one affricate in the language. Three retroflex consonants also exist in the language. Each Lepcha syllable contains a vowel at its core. Beside the vowel, each syllable contains either a single consonant or a consonant cluster in its onset. The coda can, at most, contain one consonant, though this is further restricted to one of eight possible consonants. All Lephcha morphemes are monosyllabic, but many Lepcha words are longer. Stress is always placed on the second syllable, and some analyses hint at contrastive stress. Grammar Lepcha is an ergative language, with a default word order of Subject-Object-Verb. Lepcha nouns do not inflect for grammatical gender, nor do they inflect to agree with articles, adjectives or verbs. Nominals can, however, be pluralized and take case endings. Lepcha case endings come in two types -- " 'genuine' case endings, which are suffixes that exhibit morphological behaviour proper to suffixes and postposition case endings, which do not show any morphophonological interactions with the nominal they modify". Of these, there are two 'genuine' case endings, being -re, the definite article, and the dative case marker -m. All others are actually postpositions. Lepcha has two pluralizing suffixes, one, -sang, used for human beings, and the other -pang used for non-humans. It is interesting to note that anthropomorphic beings tend to take the human suffix, as long as they are good, but the non-human one if they are evil. rumdár-sang 'gods', but dutmúng-pang, 'demons'. Lepcha plurality differs from that of languages such as English because it denotes 'manifoldness', which indicates plurality without a definite number; thus the plural form is not used after numerals in Lepcha, even where it would be required in English. Furthermore, the Lepcha plural merely stresses the plurality of a subject, and does not need to be used if context is enough. It can also be added to proper names or kinship terms, where the human plural conveys a sense of 'and company', e.g. nyímá-sang - 'Nyima and his friends' Counting the dative case and definite article mentioned above, Lepcha contains postpositions/suffixes that mark for ergative/ablative, lative, genitive and comitative, and locative Lepcha has nine pronouns, distinguishing singular, dual and plural between three persons (no gender is marked). The third person pronoun is only used for human referents, except int he cases of fables and tales in which the animals are personified. An oblique form of the singular pronouns exists, and it is to this that the genitive postposition is attached to create a possessive pronoun. Lepcha verbs do not conjugate themselves for tense, aspect and mood distinctions, but instead rely upon auxiliaries or postpositions to convey these things. Some of the things conveyed with these can be 'permission, ability, opportunity, exigency', negative, gerund and participles, infinite, aorist, progressive tense, non-preterite tense, the factive marker which conveys an imperfective meaning and indicates a state or matter of fact, a perfective auxiliary, a resultative auxiliary, an exhaustive auxiliary (indicates an activity or action has come to an end), a completive auxiliary (indicates and activity is complete or fulfilled). The locative and ablative suffix can also be attached to verbs, with the former being used to express a supine or adhortative function and the latter being used to express a a situation which serves as the source of action denoted by the main verb (however, it's not so much the matter of cause as it is of origin). An example of the latter is the English sentence, "The man fell ill after he ate too much"; in Lepcha, the verb denoting "eat" would be marked with the ablative to show that is why he fell sick. Furthermore, Lepcha has several clause final particles, such as the request particle, the dubitative particle, the possibility particle, the inferential particle, the certainty particle, the discovery particle, and reported speech particles.
Odi! - This week's language of the week: Sranan Tongo!
Odi! Sranan Tongo is an English-based creole language primarily spoken in Suriname by around 500,000 people, including over 130,000 native speakers. Its origins are within the slave trade in Suriname, dating back possibly as early as the 1600s.
Linguistics
Classification Sranan Tongo is classified as an English-based creole language. Phonology and Phonotactics Sranan Tongo has approximately 20 distinct consonant phonemes, but there are a large number of allophones as well. There are also 7 distinct vowels, with a few variants. Many Sranan Tongo words end in vowels, especially /i/, but this is often dropped when spoken, and sometimes dropped when written. Grammar Sranan Tongo, like many English-based creoles, has a subject-verb-object word order and does not distinguish case in nouns nor pronouns. Nouns do not inflect for grammatical number, however, there is a definite plural article, which can be used to distinguish singular from plural when necessary. English is the primary lexifier, but Dutch, Javanese, Portuguese, and several African languages are also found to influence the language. Verbs in Sranan Tongo do not conjugate for tense (detailed in the next session), nor do they conjugate for subject. Tenses in Sranan Tongo are distinguished with separate words that proceed the noun, such as "ben" to signify past tense, "o" to signify future tense, "sa", another future tense marker (with minor distinctions from "o"), and "e", which signifies present progressive. Other notes
Dutch is often mixed freely into Sranan Tongo, especially in the urban areas of Suriname, such as Paramaribo, so aspects of Dutch (Surinamese dialect) grammar and phonology can apply to Sranan Tongo.
A common misconception about Sranan Tongo is that it only has a lexicon of 340 words. This is false, and can be seen in the dictionary that the language has several thousand words.
I'm making a application for personal use that will quiz me on Swedish conjugations. Is there a database that has a lot of Swedish verbs (1000+) along with their conjugations? If not, is there a web page, text file, pdf, etc. that I could parse which would have a lot of Swedish verbs and conjugations? Format doesn't matter too much, as long as it includes infinitive, past, present, and supine forms. Thanks in advance!
However, in Swedish the past tense (both singular and plural) for weak verbs always ends with an -e (hjälpte (helped), kallade (called)), and so this is not visible. The present subjunctive forms are seen as archaic , and are very rarely used in modern speech or literature, except in certain set phrases such as " Leve konungen " (" May the king live "), there often with an optative sense. TrueTerm Special Dictionary Swedish-Dutch-Swedish (over 600,000 entries). Thesaurus Dutch (180,000 entries) and Thesaurus Swedish (210,000 entries).Conjugation Dutch (600,000 conjugated forms) and Conjugation Swedish (500,000 conjugated forms) TrueTerm Special Dictionary Swedish-Dutch-Swedish (over 600,000 entries). Thesaurus Dutch (180,000 entries) and Thesaurus Swedish (210,000 entries).Conjugation Dutch (600,000 conjugated forms) and Conjugation Swedish (500,000 conjugated forms) Buy Swedish Language Tutorial as a PDF e-book! Swedish Language Tutorial includes a vocabulary and grammar review of the Swedish language, authentic Swedish listening resources with line-by-line transcriptions and English translations (which are not available online), and Swedish realia photos taken in Sweden so you can see how the language is used in real life. About Swedish conjugation. Swedish conjugation is a process in which Swedish verbs are modified to accord with various other features of the phrase. The vast majority of Swedish verbs are conjugated by these factors: tense - Swedish has three basic present ('jag har', meaning 'I have'), past ('jag hada', i.e. Superversion Swedish PalmOS v.2.0 7 Dictionaries, 8 Thesauruses and 8 Conjugation in one product! Source language Swedish with foreign languages English, French, Spanish, German, Italian, Portuguese and Dutch.Each language combination contains two directions of translation... Dictionary Spanish Swedish Spanish Palm v.2.0 Dictionary Spanish Swedish Spanish (over 600,000 entries). What are the most common Swedish verbs, how do you conjugate them, and how do you use them? We've created a guide for you. Swedish conjugation. When you are looking for a Swedish verb conjugation the bab.la Swedish verb conjugation tool can lend a helping hand in everyday life. With the bab.la Swedish verb conjugation you can get Swedish verb conjugation fast and easily. Not only can you use the verb conjugation for Swedish but also for other languages. Buy Swedish Language Tutorial as a PDF e-book! Swedish Language Tutorial includes a vocabulary and grammar review of the Swedish language, authentic Swedish listening resources with line-by-line transcriptions and English translations (which are not available online), and Swedish realia photos taken in Sweden so you can see how the language is used in real life. Swedish conjugation. I runyou run he runs. she runs. it runs. we run. you run. they run. jag springerdu springer han springer. hon springer. det springer. vi springer. ni springer. de springer. When you put the same verb into different tenses, you can see that Swedish grammar behaves the same way as English does.
Learn Swedish: Verbs with Conjugation and Examples ...
Learn Swedish and other languages with Three-Minute Polyglot.Subscribe now! Learn Swedish with Easy Swedish: Olof is out in Malmö to ask people what's typical Swedish :)GLOSSARY:Fika:Could be a verb: att fika (to fika) or a noun: en ... #frenchwithvincent #learnfrench #frenchwithvincent #frenchlessonsFRENCH4ME.NET # THE BEST PLACE TO LEARN FRENCHDiscover my premium platform with 100 000's of... This is the best video to get started with Dutch daily conversations! https://goo.gl/eamnKL Click here to access personalized lessons, tons of video series, ... Starka verb, också ibland kallade oregelbundna verb. Lär dig att de svenska verben är indelade i ljudgrupper. Här går vi igenom en av grupperna. Irregular Verbs Learn All Irregular Verbs in One Song💥 CHECK OUT NEW SONG: Prepositions of Place 👉 https://youtu.be/HjCeMJKNRGYPrepositions of Time ?... Hello everybody to my lessons in “Learn Swedish” series.I hope that you enjoy it and get some benefit of it.Don’t forget to Subscribe and give my video a big... These are the 50 most common Greek verbs, that will save the day for beginners! The full verb list is on my blog, to print it if you like!https://goo.gl/bfE5... Hei! Come and learn Finnish with me! I'm a native speaker with teaching qualifications and a M.A in English. Please note that due to my busy schedule I'm unable to offer Finnish translations. You ... The main aim of these videos is to learn, practice, and test your knowledge of Swedish verb conjugations at a slow pace. The videos are slow giving enough ti...
