{"id":7144,"date":"2025-10-27T16:30:31","date_gmt":"2025-10-27T13:30:31","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7144"},"modified":"2025-10-27T16:30:31","modified_gmt":"2025-10-27T13:30:31","slug":"arapca-i-seviye-dersleri-81-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/arapca-i-seviye-dersleri-81-seminer-ozeti\/","title":{"rendered":"ARAP\u00c7A I. SEV\u0130YE DERSLER\u0130 81. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"<p><strong>ARAP\u00c7A I. SEV\u0130YE DERSLER\u0130 81. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Seminerin Amac\u0131 ve \u00d6zeti<\/strong><\/p>\n<p>Bu dersin temel amac\u0131, Arap\u00e7ada uzaktaki varl\u0131k veya kavramlara i\u015faret etmek i\u00e7in kullan\u0131lan i\u015faret isimlerini \u00f6\u011fretmek ve bunlar\u0131n yak\u0131n i\u015faret isimlerinden (\u0647\u0670\u0630\u064e\u0627 \/ \u0647\u0670\u0630\u0650\u0647\u0650 vb.) farklar\u0131n\u0131 ortaya koymakt\u0131r.<\/p>\n<p>Bu ba\u011flamda \u00f6\u011frenciler, esm\u00e2\u00fc\u2019l-i\u015f\u00e2re li\u2019l-ba\u02bf\u00eed olarak adland\u0131r\u0131lan uzak i\u015faret isimlerinin bi\u00e7im, anlam ve kullan\u0131mlar\u0131n\u0131 detayl\u0131 bi\u00e7imde incelemi\u015ftir.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Ana Temalar<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Uzak \u0130\u015faret \u0130simlerinin Tan\u0131m\u0131 ve Kullan\u0131m Alan\u0131<\/p>\n<p>Uzakta bulunan ki\u015fi, nesne veya kavramlara i\u015faret etmek i\u00e7in kullan\u0131lan yap\u0131lard\u0131r.<\/p>\n<p>T\u00fcrk\u00e7edeki \u201c\u015fu\u201d veya \u201co\u201d kelimelerine kar\u015f\u0131l\u0131k gelir.<\/p>\n<p>M\u00fcfret M\u00fczekker: \u0630\u0670\u0644\u0650\u0643\u064e (z\u00e2like) \u2013 \u201c\u015eu \/ O (eril)\u201d<\/p>\n<p>M\u00fcfret M\u00fcennes: \u062a\u0650\u0644\u0652\u0643\u064e (tilke) \u2013 \u201c\u015eu \/ O (di\u015fil)\u201d<\/p>\n<p>&nbsp;<\/p>\n<p>Yaz\u0131m ve Telaffuz Kurallar\u0131<\/p>\n<p>Z\u00e2like kelimesinde ilk harften sonra elif yaz\u0131lmaz, yaln\u0131zca uzatma i\u015fareti (madd) konur.<\/p>\n<p>Okunu\u015fu \u201cz\u00e2like\u201d \u015feklindedir; \u201czelike\u201d denmez.<\/p>\n<p>Tilke kelimesinde herhangi bir uzatma i\u015fareti bulunmaz.<\/p>\n<p>&nbsp;<\/p>\n<p>Kullan\u0131m ve \u00d6rnekler<\/p>\n<p>\u00d6\u011frenciler, kelimenin cinsiyetine g\u00f6re uygun i\u015faret ismini se\u00e7meyi \u00f6\u011frenmi\u015ftir<\/p>\n<p>\u0632\u0670\u0644\u0650\u0643\u064e \u0646\u064e\u0627\u062f\u0650\u0644\u064c \u2013 \u201c\u015eu garsondur.\u201d<\/p>\n<p>\u062a\u0650\u0644\u0652\u0643\u064e \u062a\u064e\u0646\u0651\u064f\u0648\u0631\u064e\u0629\u064c \u2013 \u201c\u015eu etektir.\u201d<\/p>\n<p>\u0632\u0670\u0644\u0650\u0643\u064e \u0628\u064e\u064a\u0652\u062a\u064c \u2013 \u201c\u015eu evdir.\u201d<\/p>\n<p>\u062a\u0650\u0644\u0652\u0643\u064e \u0645\u0650\u0643\u0652\u0646\u064e\u0633\u064e\u0629\u064c \u2013 \u201c\u015eu s\u00fcp\u00fcrgedir.\u201d<\/p>\n<p>Bu \u00f6rneklerde g\u00f6r\u00fcld\u00fc\u011f\u00fc \u00fczere, m\u00fcenneslik alameti ta\u015f\u0131yan kelimeler (t\u00e2 merb\u00fbta ile bitenler) tilke ile, di\u011ferleri z\u00e2like ile e\u015fle\u015ftirilir.<\/p>\n<p>&nbsp;<\/p>\n<p>Tesniye (\u0130kil) Bi\u00e7imleri<\/p>\n<p>Eril: \u0630\u0670\u0644\u0650\u0643\u064e<\/p>\n<p>Di\u015fil: \u062a\u064e\u0627\u0646\u0650\u0643\u064e (t\u00e2nike) veya \u062a\u064e\u0627\u0646\u0650\u0643\u064e (t\u00ealike) bi\u00e7iminde de kullan\u0131l\u0131r.<\/p>\n<p>Bu bi\u00e7imler \u201c\u015fu ikisi\u201d veya \u201co ikisi\u201d anlam\u0131na gelir ve hem kelimenin say\u0131s\u0131na (ikil) hem de cinsiyetine g\u00f6re se\u00e7ilir.<\/p>\n<p>&nbsp;<\/p>\n<p>Cemi (\u00c7o\u011ful) Bi\u00e7imi<\/p>\n<p>Uzakta bulunan \u00e7okluk ifade eden varl\u0131klar i\u00e7in kullan\u0131lan kelime:<\/p>\n<p>\u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e (ul\u00e2ike) \u2013 \u201c\u015eunlar \/ Onlar\u201d<\/p>\n<p>Bu kelime hem m\u00fczekker hem m\u00fcennes \u00e7o\u011fullar i\u00e7in kullan\u0131l\u0131r, fakat yaln\u0131zca ak\u0131lli varl\u0131klar (insanlar) i\u00e7in ge\u00e7erlidir.<\/p>\n<p>\u00d6rnek:<\/p>\n<p>\u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e \u0637\u064f\u0644\u0651\u064e\u0627\u0628\u064c \u2013 \u201cOnlar \u00f6\u011frencidir.\u201d<\/p>\n<p>\u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e \u0645\u064f\u0639\u064e\u0644\u0651\u0650\u0645\u064e\u0627\u062a\u064c \u2013 \u201cOnlar \u00f6\u011fretmenlerdir.\u201d<\/p>\n<p>&nbsp;<\/p>\n<p>Al\u0131\u015ft\u0131rmalar ve \u00d6\u011frenme \u00c7\u0131kt\u0131lar\u0131<\/p>\n<p>\u00d6\u011frencilerden, verilen kelimelere uygun i\u015faret ismini se\u00e7meleri istenmi\u015ftir.<\/p>\n<p>\u00d6rne\u011fin:<\/p>\n<p>\u062d\u064e\u0641\u0650\u0644\u064e\u062a\u064e\u0627\u0646\u0650 (iki otob\u00fcs) \u2192 \u062a\u064e\u0627\u0646\u0650\u0643\u064e<\/p>\n<p>\u0645\u064f\u0647\u064e\u0646\u0652\u062f\u0650\u0633\u064e\u0627\u0646\u0650 (iki m\u00fchendis) \u2192 \u0630\u064e\u0627\u0646\u0650\u0643\u064e<\/p>\n<p>\u0632\u064e\u064a\u0652\u0646\u064e\u0628\u064f \u0648\u064e\u0645\u064e\u0631\u0652\u064a\u064e\u0645\u064f \u2192 \u062a\u064e\u0627\u0646\u0650\u0643\u064e<\/p>\n<p>\u0639\u064e\u0644\u0650\u064a\u0651\u064c \u0648\u064e\u0648\u064e\u0644\u0650\u064a\u0651\u064c \u2192 \u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e<\/p>\n<p>Bu uygulamalar, \u00f6\u011frencilerin kelime cinsiyetini do\u011fru belirleme, i\u015faret ismini uygun se\u00e7me ve uzakl\u0131k kavram\u0131n\u0131 ba\u011flam i\u00e7inde ifade etme becerilerini geli\u015ftirmi\u015ftir.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Sonu\u00e7<\/strong><\/p>\n<p>Bu ders, \u00f6\u011frencilerin uzak i\u015faret isimleri sistemini bi\u00e7imsel, fonetik ve anlamsal y\u00f6nleriyle \u00f6\u011frenmesini sa\u011flam\u0131\u015ft\u0131r. Ayr\u0131ca z\u00e2like\u2013tilke ile ul\u00e2ike aras\u0131ndaki farklar a\u00e7\u0131klanarak, \u00f6\u011frencilerin tekil, ikil ve \u00e7o\u011ful bi\u00e7imlerdeki cinsiyet uyumunu kavramas\u0131 hedeflenmi\u015ftir. Dersin sonunda \u00f6\u011frenciler, yak\u0131n (\u0647\u0670\u0630\u064e\u0627 \/ \u0647\u0670\u0630\u0650\u0647\u0650) ve uzak (\u0630\u0670\u0644\u0650\u0643\u064e \/ \u062a\u0650\u0644\u0652\u0643\u064e) i\u015faret isimlerini do\u011fru ay\u0131rt edebilmi\u015f; Arap\u00e7a\u2019da mek\u00e2nsal uzakl\u0131k ile dilbilgisel uyum aras\u0131ndaki ba\u011flant\u0131y\u0131 anlam\u0131\u015flard\u0131r. Bu ders, bir sonraki konu olan i\u015faret isimlerinin c\u00fcmle i\u00e7inde haberle kullan\u0131m\u0131 (\u00f6r. \u0630\u0670\u0644\u0650\u0643\u064e \u0643\u0650\u062a\u064e\u0627\u0628\u064c) i\u00e7in teorik altyap\u0131 olu\u015fturmu\u015ftur.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Purpose and Overview<\/strong><\/p>\n<p>This lesson focuses on the demonstrative pronouns used for distant reference in Arabic, known as asm\u0101\u02be al-ish\u0101rah lil-ba\u02bf\u012bd. These forms correspond to \u201cthat\/those\u201d in English and serve to indicate objects, persons, or abstract entities that are far from the speaker. Building upon the previous lesson on near demonstratives (h\u0101dh\u0101, h\u0101dhihi, etc.), this unit introduces the forms, meanings, and syntactic functions of far demonstratives, examining their relationship to gender and number agreement.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Main Grammatical Principles<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Definition and Usage<\/p>\n<p>Far demonstratives are used to point to things, people, or ideas that are physically distant from the speaker. They correspond to \u201cthat\u201d or \u201cthose\u201d in English.<\/p>\n<p>Masculine singular: \u0630\u0670\u0644\u0650\u0643\u064e (dh\u0101lika) \u2013 \u201cthat\u201d<\/p>\n<p>Feminine singular: \u062a\u0650\u0644\u0652\u0643\u064e (tilka) \u2013 \u201cthat\u201d<\/p>\n<p>These pronouns introduce or refer to nouns and are often used as subjects (mubtada) in nominal sentences.<\/p>\n<p>&nbsp;<\/p>\n<p>Writing and Pronunciation Rules<\/p>\n<p>\u0630\u0670\u0644\u0650\u0643\u064e includes the madd sign (\u0640\u0670) above the first letter (\u0630), representing a long \u0101 sound, not an alif.<\/p>\n<p>It is pronounced \u201cdh\u0101lika,\u201d not \u201cz\u0101lika.\u201d<\/p>\n<p>\u062a\u0650\u0644\u0652\u0643\u064e is pronounced plainly, without any elongation.<\/p>\n<p>&nbsp;<\/p>\n<p>Dual Forms (Tesniyah)<\/p>\n<p>Masculine: \u0630\u064e\u0627\u0646\u0650\u0643\u064e (dh\u0101nika) \u2013 \u201cthose two (masculine)\u201d<\/p>\n<p>Feminine: \u062a\u064e\u0627\u0646\u0650\u0643\u064e (t\u0101nika) \u2013 \u201cthose two (feminine)\u201d<\/p>\n<p>These forms indicate two distant entities and agree with the gender of the referenced noun.<\/p>\n<p>&nbsp;<\/p>\n<p>Plural Form<\/p>\n<p>The plural demonstrative for distant entities is:<\/p>\n<p>\u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e (ul\u0101\u02beika) \u2013 \u201cthose\u201d<\/p>\n<p>This form is used for both masculine and feminine rational beings (humans) but not for non-rational plurals.<\/p>\n<p>\u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e \u0637\u064f\u0644\u064e\u0651\u0627\u0628\u064c \u2013 \u201cThose are students.\u201d<\/p>\n<p>\u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e \u0645\u064f\u0639\u064e\u0644\u0650\u0651\u0645\u064e\u0627\u062a\u064c \u2013 \u201cThose are female teachers.\u201d<\/p>\n<p>&nbsp;<\/p>\n<p>Applied Examples<\/p>\n<p>Students practiced the demonstratives in full sentences, focusing on correct gender-number agreement:<\/p>\n<p>\u0630\u0670\u0644\u0650\u0643\u064e \u0628\u064e\u064a\u0652\u062a\u064c \u2013 \u201cThat is a house.\u201d<\/p>\n<p>\u062a\u0650\u0644\u0652\u0643\u064e \u0633\u064e\u064a\u064e\u0651\u0627\u0631\u064e\u0629\u064c \u2013 \u201cThat is a car.\u201d<\/p>\n<p>\u0630\u064e\u0627\u0646\u0650\u0643\u064e \u0645\u064f\u0647\u064e\u0646\u0652\u062f\u0650\u0633\u064e\u0627\u0646\u0650 \u2013 \u201cThose two are engineers.\u201d<\/p>\n<p>\u062a\u064e\u0627\u0646\u0650\u0643\u064e \u0628\u0650\u0646\u0652\u062a\u064e\u0627\u0646\u0650 \u2013 \u201cThose two are girls.\u201d<\/p>\n<p>\u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e \u0623\u064e\u0635\u0652\u062f\u0650\u0642\u064e\u0627\u0621\u064f \u2013 \u201cThose are friends.\u201d<\/p>\n<p>Through these exercises, students learned to recognize how spatial distance affects pronoun selection and how morphological patterns vary across gender and number.<\/p>\n<p>&nbsp;<\/p>\n<p>Exercises and Learning Outcomes<\/p>\n<p>The practical section required learners to match nouns with their appropriate far demonstratives, ensuring accurate agreement in gender and number:<\/p>\n<p>\u062d\u064e\u0627\u0641\u0650\u0644\u064e\u062a\u064e\u0627\u0646\u0650 \u2192 \u062a\u064e\u0627\u0646\u0650\u0643\u064e (\u201cthose two buses\u201d)<\/p>\n<p>\u0645\u064f\u0647\u064e\u0646\u0652\u062f\u0650\u0633\u064e\u0627\u0646\u0650 \u2192 \u0630\u064e\u0627\u0646\u0650\u0643\u064e (\u201cthose two engineers\u201d)<\/p>\n<p>\u0632\u064e\u064a\u0652\u0646\u064e\u0628\u064f \u0648\u064e\u0645\u064e\u0631\u0652\u064a\u064e\u0645\u064f \u2192 \u062a\u064e\u0627\u0646\u0650\u0643\u064e (\u201cthose two women\u201d)<\/p>\n<p>\u0639\u064e\u0644\u0650\u064a\u0651\u064c \u0648\u064e\u0648\u064e\u0644\u0650\u064a\u0651\u064c \u2192 \u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e (\u201cthose men\u201d)<\/p>\n<p>This activity strengthened the learners\u2019 understanding of agreement hierarchy, distance distinction, and grammatical gender awareness in Arabic.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Conclusion<\/strong><\/p>\n<p>By the end of the lesson, students mastered the system of far demonstratives, distinguishing \u0630\u0670\u0644\u0650\u0643\u064e \/ \u062a\u0650\u0644\u0652\u0643\u064e (singular), \u0630\u064e\u0627\u0646\u0650\u0643\u064e \/ \u062a\u064e\u0627\u0646\u0650\u0643\u064e (dual), and \u0623\u064f\u0648\u0644\u064e\u0626\u0650\u0643\u064e (plural). They learned that demonstrative selection in Arabic depends not only on proximity but also on grammatical agreement in gender and number. This unit thus completed the conceptual framework of Arabic deictic reference, preparing students for the next topic\u2014the syntactic use of demonstratives in nominal sentences (e.g., \u0630\u0670\u0644\u0650\u0643\u064e \u0643\u0650\u062a\u064e\u0627\u0628\u064c), where meaning and structure converge.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>ARAP\u00c7A I. SEV\u0130YE DERSLER\u0130 81. SEM\u0130NER \u00d6ZET\u0130 &nbsp; Seminerin Amac\u0131 [&hellip;]<\/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-7144","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7144","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=7144"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7144\/revisions"}],"predecessor-version":[{"id":7145,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7144\/revisions\/7145"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7144"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}