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BMLT309
Is-Sintassi tal-Malti

MQF Level: 6

ECTS Value: 3 ECTS

Self Study Hours: 36

Contact Hours: 15

Assessment Hours: 24

Duration: 6 sessions

 

Overall Objectives and Outcomes

L-għan ta’ dan il-modjul hu li jiżviluppa fil-parteċipanti għarfien reżiljenti tal-binja tas-sentenza fil-Malti li hi l-qofol tal-kitba. Bis-saħħa t’hekk il-parteċipanti jiksbu l-għarfien ta’ kif iħaddmu tajjeb is-sentenzi, u jakkwistaw fehim aktar għammieq dwar il-binja tas-sentenza fil-Malti li jwassalhom biex jibnu paragrafi tajbin u jiktbu Malti tajjeb. Jintroduċi wkoll lill-parteċipant għas-sentenzi subordinati; dik nominali, aġġettivali u avverbjali.

By the end of this programme, participants should be able to:

Competences

a. Jagħraf li s-sentenza hija għaqda ta’ kliem li tifforma grupp jew sett komplet u li, għalhekk, hija magħluqa fiha nfisha;

b. Jħaddem il-forom differenti tas-sentenza fil-Malti;

c. Jikseb idea ta’ analizi sintattika;

d. Jorbot flimkien u jqassam kif jixraq il-kliem fis-sentenzi biex jinbena d-diskors u s-sentenza;

e. Jagħmel analiżi sintattika tas-sentenzi subordinati fi ħdan is-sentenza kumplessa.

Knowledge 

a. Jifhem ir-regoli tas-sintassi li huma:

  1. It-tqegħid ta’ kliem jew il-bini ta’ sentenzi;
  2. Dawk li jfissru kif il-partijiet tad-diskors jitqabblu bejniethom;
  3. Dawk li jfissru kif parti mid-diskors għandha torbot ma’ oħra

b. Jiddefinixxi x’inhu s-Suġġett u x’inhu l-Predikat f’sentenza;

c. Jispjega t-tifsira u l-binja ta’ sentenzi Interrogattivi, dawk Negattivi u dawk ta’ Projbizzjon;

d. Jiddistingwi bejn sentenza subordinata nominali, dik aġġettivali u dik avverbjali;

e. Jifhem li bil-formulazzjoni ta’ sentenza wieħed għandu jagħti kas ta’ kif is-sentenza tkun mibnija fil-wiċċ;

f. Jifhem kif is-sentenza tkun mibnija fil-qiegħ tagħha;

g. Jispjega is-sekwenza ta’ kif bil-kliem nibnu l-frażijiet, il-frażijiet jibnu s-sentenzi, is-sentenzi jibnu l-paragrafi u li l-paragrafi jibnu l-komponiment jew il-kitba partikulari fit-totalità tagħha;

h. Jagħraf u jifhem li s-sintassi hija dik il-parti mill-grammatika li tgħallem kif torbot flimkien u tqassam kif jixraq il-kliem fis-sentenzi biex jinbena id-diskors.

Skills

a. Jagħmel distinzjoni bejn is-sentenza sempliċi u dik subordinata;

b. Jagħmel distinzjoni bejn tliet tipi ta’ sentenzi subordinati – nominali, aġġettivali u avverbjali;

c. Jiddeskrivi x’inhu l-kunċett tas-sintassi u li kull lingwa ghandha s-sintassi tagħha, għax is-sintassi hija pjuttost flessibbli;

d. Jifhem x’inhi sentenza ewlenija u dik subordinata.

Assessment Methods

This module will be assessed through: Numru ta’ eżerċizzji li jindirizzaw diversi aspetti tas-sintassi.

Suggested Readings

Core Reading List
  1. Comrie, B. (1982). ‘Syntactic-morphological discrepancies in Maltese sentence structure. Communication and Cognition 15, pp. 281-306.
  2. Borg, A. & Azzopardi-Alexander, M. (1997). Maltese. Routledge, London.
  3. Borg, A. (1996). ‘The structure of the noun phrase in Maltese’. Rivista di Linguistica, 8:1 (The Maltese Noun Phrase meets Typology), pp. 5-28.
  4. Cardona, T. (1997). Introduzzjoni għal-Lingwistika Maltija. Mireva Publications.
Supplementary Reading List
  1. Kennedy, D. (2007): Writing and using learning outcomes: A Practical Guide, Cork: Quality Promotion Unit, University College Cork: http://www.nairtl.ie/
  2. Kennedy, D. (2007): Writing and using learning outcomes: A Practical guide, in Froment, E, Kohler J, Purser L and Wilson L (eds): EAU Bologna Handbook- Making Bologna Work, article C 3.4-1 (Berlin: Raabe Verlag)
  3. Adam, S. (2004): Using Learning Outcomes: A consideration of the nature, role, application and implications for European education of employing learning outcomes at the local, national and international levels. Report on the United Kingdom, Bologna Seminar, July 2004, Herriot-Watt University.
  4. Angelo, T,A. and Cross, K.P. (1993) Classroom Assessment Technique: A handbook for College Teachers (2nd Edition) San Fransisco: Joss-Boss Inc.
  5. Murray, D. (1968) A Writer Teaches Writing: A Practical Method of Teaching Composition. Boston: Houghton Mifflin.
  6. Taylor, M. Nancie Atwell’s In the Middle and ongoing Transformation of the writing workshop (2000) The National Council of the Teaching of English in teaching writing in the 21st century.
  7. Sochorova, K.(2016) Approaches to teaching writing in English in final years at secondary schools. Diploma Thesis Masaryk University.
  8. Parascandolo, JP. (2012) It-Tagħlim tal-Ortografija Maltija fil-lezzjonijiet tal-kitba. Teżi B. Ed Unuri, L-università ta’ Malta.
  9. Coultas, V. (2015). Revisiting debates on oracy: Classroom talk – moving towards a democratic pedagogy? Changing English, 22 (1), 72-86.
  10. Dobie, B.A. (1977). ‘Oracy’: A necessary dimension of the ‘educated’ person? Theoria: A Journal of Social and Political Theory, 48, 71-76.
  11. Sammut, A. (2000). L-Evalwazzjoni tal-Malti mitkellem fil-ħames klassi tas-sekondarja (Teżi mhux ippubblikata tal-MA). Malta: L-Università ta’ Malta.
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