{"id":7015,"date":"2025-10-27T12:56:20","date_gmt":"2025-10-27T09:56:20","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7015"},"modified":"2025-10-27T12:56:20","modified_gmt":"2025-10-27T09:56:20","slug":"arapca-i-seviye-dersleri-18-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/arapca-i-seviye-dersleri-18-seminer-ozeti\/","title":{"rendered":"ARAP\u00c7A I. SEV\u0130YE DERSLER\u0130 18. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

ARAP\u00c7A I. SEV\u0130YE DERSLER\u0130 18. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/span><\/p>\n

 <\/p>\n

    \n
  1. Seminerin Amac\u0131<\/strong><\/span><\/li>\n<\/ol>\n

    Bu seminerin amac\u0131, Arap\u00e7ada isim c\u00fcmlelerinde m\u00fcbteda-haber uyumunun tesniye (ikilik) ve m\u00fcennes (di\u015fil) formlarda nas\u0131l ger\u00e7ekle\u015fti\u011fini \u00f6\u011fretmektir. \u00d6nceki derslerde i\u015flenen m\u00fcfret m\u00fczekker ve m\u00fcfret m\u00fcennes uyumlar\u0131n\u0131n ard\u0131ndan bu derste, \u00f6\u011frencilerin di\u015fil ikil yap\u0131lar\u0131n c\u00fcmle i\u00e7indeki kullan\u0131m\u0131n\u0131 do\u011fru bir \u015fekilde anlamalar\u0131 ve uygulamalar\u0131 hedeflenmektedir. \u00d6zellikle haberin cinsiyet ve say\u0131 bak\u0131m\u0131ndan m\u00fcbtedaya nas\u0131l uygun hale getirilece\u011fi ayr\u0131nt\u0131l\u0131 \u015fekilde ele al\u0131nm\u0131\u015ft\u0131r.<\/span><\/p>\n

      \n
    1. Ana Temalar<\/strong><\/span><\/li>\n<\/ol>\n

      Seminerde, tesniye ve m\u00fcennes formda gelen m\u00fcbteda ve habere ili\u015fkin dil bilgisi kurallar\u0131 ayr\u0131nt\u0131l\u0131 olarak i\u015flenmi\u015ftir. Bu ba\u011flamda \u00f6ne \u00e7\u0131kan ba\u015fl\u0131ca temalar \u015funlard\u0131r:<\/span><\/p>\n

        \n
      • M\u00fcbteda ve haber aras\u0131nda say\u0131 ve cinsiyet bak\u0131m\u0131ndan tam uyum gerekir.<\/strong><\/span>
        \nTesniye m\u00fcennes bir m\u00fcbtedan\u0131n haberi de ayn\u0131 \u015fekilde tesniye m\u00fcennes ve merfu olmal\u0131d\u0131r.<\/span><\/li>\n
      • Tesniye merfu formunun alameti \u201celif\u201dtir<\/strong>, dolay\u0131s\u0131yla hem m\u00fcbteda hem de haber \u201c\u0640\u064e\u062a\u064e\u0627\u0646\u0650\u201d (\u2013et\u00e2ni) ile biter.<\/span>
        \n\u00d6rne\u011fin:<\/span><\/p>\n
          \n
        • \u0627\u0644\u062c\u0627\u0645\u0639\u062a\u0627\u0646\u0650 <\/strong>\u0642\u064e\u062f\u0650\u064a\u0645\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 \u0130ki \u00fcniversite eskidir.<\/span><\/li>\n
        • \u0627\u0644\u062a\u0651\u0650\u0644\u0652\u0645\u0650\u064a\u0630\u064e\u062a\u0627\u0646\u0650 <\/strong>\u0630\u064e\u0643\u0650\u064a\u0651\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 \u0130ki k\u0131z \u00f6\u011frenci zekidir.<\/span><\/li>\n<\/ul>\n<\/li>\n
        • Haber daima nekra (belirsiz), m\u00fcbteda ise marife (belirli) olmal\u0131d\u0131r.<\/strong><\/span><\/li>\n
        • Seminer boyunca d\u00f6rt farkl\u0131 al\u0131\u015ft\u0131rma t\u00fcr\u00fc uygulanm\u0131\u015ft\u0131r:<\/span><\/li>\n<\/ul>\n
            \n
          1. M\u00fcbteda Tamamlama<\/strong>: Verilen tesniye m\u00fcennes haberlere uygun m\u00fcbtedalar yazma.<\/span><\/li>\n<\/ol>\n
              \n
            • \n
                \n
              1. \n
                  \n
                • \u00d6rn: \u0645\u064e\u0641\u0652\u062a\u064f\u0648\u062d\u064e\u062a\u0627\u0646\u0650<\/strong> \u2192 \u0627\u0644\u0646\u0651\u064e\u0627\u0641\u0650\u0630\u064e\u062a\u0627\u0646\u0650 <\/strong>\u0645\u064e\u0641\u0652\u062a\u064f\u0648\u062d\u064e\u062a\u0627\u0646\u0650<\/strong><\/span><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n
                    \n
                  1. Haber Tamamlama<\/strong>: Verilen m\u00fcbtedalara uygun haberi olu\u015fturma.<\/span><\/li>\n<\/ol>\n
                      \n
                    • \n
                        \n
                      1. \n
                          \n
                        • \u00d6rn: \u0627\u0644\u0637\u0651\u064e\u0627\u0644\u0650\u0628\u064e\u062a\u0627\u0646\u0650<\/strong> \u2192 \u0627\u0644\u0637\u0651\u064e\u0627\u0644\u0650\u0628\u064e\u062a\u0627\u0646\u0650 <\/strong>\u0646\u064e\u0634\u0650\u064a\u0637\u064e\u062a\u0627\u0646\u0650<\/strong><\/span><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n
                            \n
                          1. C\u00fcmle Kurma<\/strong>: Verilen kelime \u00e7iftleriyle do\u011fru tesniye m\u00fcennes isim c\u00fcmleleri kurma.<\/span><\/li>\n<\/ol>\n
                              \n
                            • \n
                                \n
                              1. \n
                                  \n
                                • \u00d6rn: \u0642\u0650\u0637\u0651\u064e\u0629 \u2013 <\/strong>\u062c\u064e\u0645\u0650\u064a\u0644<\/strong> \u2192 \u0627\u0644\u0642\u0650\u0637\u0651\u064e\u062a\u064e\u0627\u0646\u0650 <\/strong>\u062c\u064e\u0645\u0650\u064a\u0644\u064e\u062a\u0627\u0646\u0650<\/strong><\/span><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n
                                    \n
                                  1. Hatal\u0131 C\u00fcmleyi D\u00fczeltme<\/strong>: Uyum bozuklu\u011fu i\u00e7eren c\u00fcmleleri do\u011fru hale getirme.<\/span><\/li>\n<\/ol>\n
                                      \n
                                    • \n
                                        \n
                                      1. \n
                                          \n
                                        • \u00d6rn:<\/span>\n
                                            \n
                                          • Yanl\u0131\u015f: \u0627\u0644\u0639\u0650\u064a\u064e\u0627\u062f\u064e\u062a\u064e\u0627\u0646\u0650 <\/strong>\u062d\u064e\u062f\u0650\u064a\u062b\u064e\u0627\u0646\u0650<\/strong><\/span><\/li>\n
                                          • Do\u011fru: \u0627\u0644\u0639\u0650\u064a\u064e\u0627\u062f\u064e\u062a\u064e\u0627\u0646\u0650 <\/strong>\u062d\u064e\u062f\u0650\u064a\u062b\u064e\u062a\u0627\u0646\u0650<\/strong><\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n
                                              \n
                                            1. Sonu\u00e7<\/strong><\/span><\/li>\n<\/ol>\n

                                              Bu seminerde \u00f6\u011frenciler, Arap\u00e7ada isim c\u00fcmlelerinin tesniye m\u00fcennes yap\u0131lar\u0131nda nas\u0131l do\u011fru \u015fekilde kurulaca\u011f\u0131n\u0131 \u00f6\u011frenmi\u015ftir. M\u00fcbteda ve haber aras\u0131nda hem say\u0131 hem de cinsiyet bak\u0131m\u0131ndan uyum sa\u011flama becerisi kazand\u0131r\u0131lm\u0131\u015ft\u0131r. Al\u0131\u015ft\u0131rmalar arac\u0131l\u0131\u011f\u0131yla bu kurallar peki\u015ftirilmi\u015f, yap\u0131lan yanl\u0131\u015flar\u0131n d\u00fczeltilmesiyle dil fark\u0131ndal\u0131\u011f\u0131 art\u0131r\u0131lm\u0131\u015ft\u0131r. Bu yap\u0131lar\u0131n do\u011fru kullan\u0131m\u0131, \u00f6\u011frencilerin klasik metinleri anlamas\u0131nda ve kendi c\u00fcmlelerini kurmas\u0131nda temel olu\u015fturacakt\u0131r.<\/span><\/p>\n

                                               <\/p>\n

                                                \n
                                              1. Purpose of the Seminar<\/strong><\/span><\/li>\n<\/ol>\n

                                                The aim of this seminar is to teach how subject-predicate agreement functions in Arabic nominal sentences involving the feminine dual form. Building on previous lessons that covered singular masculine and feminine structures, this session focuses on how to correctly construct sentences where both the subject (mubtada) and predicate (khabar) are in the dual and feminine form. The lesson emphasizes how agreement is achieved in terms of gender, number, and grammatical case.<\/span><\/p>\n

                                                  \n
                                                1. Key Themes<\/strong><\/span><\/li>\n<\/ol>\n

                                                  The seminar elaborates on the grammatical rules governing dual feminine agreement in nominal sentences. The main themes addressed include:<\/span><\/p>\n

                                                    \n
                                                  • Full agreement is required between the subject (mubtada) and predicate (khabar) in both gender and number.<\/span>
                                                    \nIf the subject is feminine and dual, the predicate must also be feminine and dual and in the nominative case.<\/span><\/li>\n
                                                  • The sign of the nominative case for the dual form is “alif” (\u0640\u064e\u0627\u0646\u0650 \/ \u2013et\u0101ni).<\/span>
                                                    \nBoth the subject and the predicate should end with this marker.<\/span><\/li>\n<\/ul>\n

                                                    Examples:<\/span><\/p>\n

                                                      \n
                                                    • \n
                                                        \n
                                                      • \u0627\u0644\u062c\u0627\u0645\u0639\u062a\u0627\u0646\u0650 <\/strong>\u0642\u064e\u062f\u0650\u064a\u0645\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 “The two universities are old.”<\/span><\/li>\n
                                                      • \u0627\u0644\u062a\u0651\u0650\u0644\u0652\u0645\u0650\u064a\u0630\u064e\u062a\u0627\u0646\u0650 <\/strong>\u0630\u064e\u0643\u0650\u064a\u0651\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 “The two female students are intelligent.”<\/span><\/li>\n<\/ul>\n<\/li>\n
                                                      • The subject is always definite, and the predicate remains indefinite.<\/span><\/li>\n<\/ul>\n

                                                        The seminar includes four types of exercises to reinforce learning:<\/span><\/p>\n

                                                          \n
                                                        1. Subject Completion<\/strong>: Providing a correct dual feminine subject for a given predicate.<\/span>\n
                                                            \n
                                                          • Example: \u0645\u064e\u0641\u0652\u062a\u064f\u0648\u062d\u064e\u062a\u0627\u0646\u0650<\/strong> \u2192 \u0627\u0644\u0646\u0651\u064e\u0627\u0641\u0650\u0630\u064e\u062a\u0627\u0646\u0650 <\/strong>\u0645\u064e\u0641\u0652\u062a\u064f\u0648\u062d\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 \u201cThe two windows are open.\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n
                                                          • Predicate Completion<\/strong>: Writing an appropriate predicate for a given subject.<\/span>\n
                                                              \n
                                                            • Example: \u0627\u0644\u0637\u0651\u064e\u0627\u0644\u0650\u0628\u064e\u062a\u0627\u0646\u0650<\/strong> \u2192 \u0627\u0644\u0637\u0651\u064e\u0627\u0644\u0650\u0628\u064e\u062a\u0627\u0646\u0650 <\/strong>\u0646\u064e\u0634\u0650\u064a\u0637\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 \u201cThe two students are active.\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n
                                                            • Sentence Construction<\/strong>: Forming full nominal sentences using given word pairs.<\/span>\n
                                                                \n
                                                              • Example: \u0642\u0650\u0637\u0651\u064e\u0629 \u2013 <\/strong>\u062c\u064e\u0645\u0650\u064a\u0644<\/strong> \u2192 \u0627\u0644\u0642\u0650\u0637\u0651\u064e\u062a\u064e\u0627\u0646\u0650 <\/strong>\u062c\u064e\u0645\u0650\u064a\u0644\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 \u201cThe two cats are beautiful.\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n
                                                              • Sentence Correction<\/strong>: Identifying and correcting agreement errors.<\/span>\n
                                                                  \n
                                                                • Incorrect: \u0627\u0644\u0639\u0650\u064a\u064e\u0627\u062f\u064e\u062a\u064e\u0627\u0646\u0650 <\/strong>\u062d\u064e\u062f\u0650\u064a\u062b\u064e\u0627\u0646\u0650<\/strong><\/span><\/li>\n
                                                                • Corrected: \u0627\u0644\u0639\u0650\u064a\u064e\u0627\u062f\u064e\u062a\u064e\u0627\u0646\u0650 <\/strong>\u062d\u064e\u062f\u0650\u064a\u062b\u064e\u062a\u0627\u0646\u0650<\/strong> \u2013 \u201cThe two clinics are modern.\u201d<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
                                                                    \n
                                                                  1. Conclusion<\/strong><\/span><\/li>\n<\/ol>\n

                                                                    By the end of this seminar, students gained a clear understanding of how to construct nominal sentences using the feminine dual form in Arabic. They learned to ensure grammatical agreement in gender and number, especially focusing on the proper use of the dual nominative marker “alif.” Through varied exercises, learners developed both recognition and production skills, enhancing their ability to read and compose accurate classical Arabic sentences.<\/span><\/p>\n

                                                                     <\/p>\n","protected":false},"excerpt":{"rendered":"

                                                                    ARAP\u00c7A I. SEV\u0130YE DERSLER\u0130 18. SEM\u0130NER \u00d6ZET\u0130   Seminerin Amac\u0131 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-7015","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7015","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/comments?post=7015"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7015\/revisions"}],"predecessor-version":[{"id":7016,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7015\/revisions\/7016"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7015"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}