{"id":7837,"date":"2025-11-18T12:25:51","date_gmt":"2025-11-18T09:25:51","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7837"},"modified":"2025-11-18T12:25:51","modified_gmt":"2025-11-18T09:25:51","slug":"ali-seraj-azari-farsca-dersleri-24-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-24-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 24. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 24. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

Seminerin Amac\u0131<\/strong><\/p>\n

Bu seminerin amac\u0131, T\u00fcrk\u00e7eden Fars\u00e7aya \u00e7eviri yaparken ek\u2013isim d\u00f6n\u00fc\u015f\u00fcm mant\u0131\u011f\u0131n\u0131 ileri seviyede peki\u015ftirmek; ba\u011fla\u00e7lar, edatlar ve tamlamalar\u0131n c\u00fcmle anlam\u0131n\u0131 nas\u0131l de\u011fi\u015ftirdi\u011fini uygulamal\u0131 olarak g\u00f6stermektir. Ders ayr\u0131ca sahiplik yap\u0131lar\u0131, s\u0131fat tamlamalar\u0131 ve y\u00f6nerme eklerinin kullan\u0131m\u0131 \u00fczerinde durarak \u00f6\u011frencinin \u00e7eviri s\u00fcrecinde hata pay\u0131n\u0131 azaltmay\u0131 hedefler.<\/p>\n

Ana Temalar<\/strong><\/p>\n

    \n
  1. Sahiplik C\u00fcmlelerinde \u0130yelik Eklerinin Mant\u0131\u011f\u0131<\/strong><\/li>\n<\/ol>\n

    \u201cBen \u00e7ocuktum ve bir kitab\u0131m vard\u0131\u201d c\u00fcmlesi \u00fczerinden sahip olma fiilinin T\u00fcrk\u00e7e ve Fars\u00e7a aras\u0131ndaki temel fark\u0131 a\u00e7\u0131klan\u0131r. T\u00fcrk\u00e7ede sahiplik hem isimde iyelik eki hem y\u00fcklemde \u201cvar\u201d ile kurulurken Fars\u00e7ada da\u015ften<\/em> fiili sahipli\u011fi y\u00fcklem \u00fczerinden kar\u015f\u0131lad\u0131\u011f\u0131 i\u00e7in isimde iyelik eki kullan\u0131lmaz. Bu nedenle \u201cbir kitab\u0131m vard\u0131\u201d \u279d \u201cbir kitap vard\u0131\u201d \u015feklinde \u00e7evrilir.<\/p>\n

      \n
    1. S\u0131fatlar\u0131n Y\u00fcklemle \u0130li\u015fkisi ve Y\u00fcklem Tekrar\u0131ndan Ka\u00e7\u0131nma<\/strong><\/li>\n<\/ol>\n

      \u201cSar\u0131 ve g\u00fczel idi\u201d t\u00fcr\u00fc c\u00fcmlelerde Fars\u00e7ada yaln\u0131zca ikinci s\u0131fata y\u00fcklem getirilir. \u0130lk s\u0131fatta y\u00fcklem kullan\u0131lmaz; bu y\u00f6ntemle tekrar \u00f6nlenir ve Fars\u00e7an\u0131n do\u011fal s\u0131ralamas\u0131 yakalan\u0131r.<\/p>\n

        \n
      1. Tamlama ve Say\u0131lar\u0131n \u00c7eviride Konumland\u0131r\u0131lmas\u0131<\/strong><\/li>\n<\/ol>\n

        Say\u0131 i\u00e7eren ifadelerde say\u0131 ile isim aras\u0131na ba\u011fla\u00e7tan sonra yerle\u015fen yap\u0131 hat\u0131rlat\u0131l\u0131r. \u201cKitab\u0131n ad\u0131\u2026\u201d gibi tamlamalarda \u00f6nce tamlama \u00e7evrilir, ard\u0131ndan \u00f6zel isim getirilir ve en sona y\u00fcklem eklenir.<\/p>\n

          \n
        1. \u201cBizim kimya \u00f6\u011fretmenimizdiniz\u201d C\u00fcmlesinin \u00c7\u00f6z\u00fcm\u00fc<\/strong><\/li>\n<\/ol>\n

          Tamlama (\u201cbizim kimya \u00f6\u011fretmenimiz\u201d) ters \u00e7evrilir, iyelik eki Fars\u00e7ada gereksiz oldu\u011fu i\u00e7in at\u0131l\u0131r, geriye yaln\u0131zca \u201csiz idiniz\u201d k\u0131sm\u0131n\u0131n \u00e7evrilmesi kal\u0131r. Do\u011fru \u00e7eviri \u00f6rne\u011fi olarak \u015fom\u00e2 moalleme \u015fimiye m\u00e2 budid<\/em> verilir.<\/p>\n

            \n
          1. \u201cSiz benden k\u0131rm\u0131z\u0131 kimya defteri istediniz\u201d C\u00fcmlesi<\/strong><\/li>\n<\/ol>\n

            Tamlama ve edatlar\u0131n ters \u00e7evrilmesi; az<\/em> edat\u0131n\u0131n isimden \u00f6nce gelmesi; ki\u015fi eklerinin fiile do\u011fru eklenmesi ele al\u0131n\u0131r. \u00d6\u011frencinin, \u00f6\u011feleri c\u00fcmleden \u00e7\u0131karma\u2013s\u0131ralama\u2013yerine koyma y\u00f6ntemini kullanarak do\u011fru Fars\u00e7a dizilime ula\u015fmas\u0131 g\u00f6sterilir.<\/p>\n

              \n
            1. Nesne + S\u0131fat + S\u0131fat Yap\u0131lar\u0131n\u0131n \u00c7evirisi<\/strong><\/li>\n<\/ol>\n

              \u201cOnlar\u0131n eskiye mavi bir arabas\u0131 vard\u0131\u201d c\u00fcmlesi tamlamalar\u0131na ayr\u0131larak yek m\u00e2\u015fine \u00e2biye kadimi<\/em> bi\u00e7iminde \u00e7evrilir. Ard\u0131ndan anh\u00e2 d\u00e2\u015ftand<\/em> ile y\u00fcklem tamamlan\u0131r. Devam\u0131ndaki c\u00fcmleler (\u201cT\u00fcrkiye\u2019den getirdiler\u201d, \u201cO mavi araba g\u00fczeldi\u201d) ad\u0131m ad\u0131m \u00e7\u00f6z\u00fcmlenir.<\/p>\n

                \n
              1. Y\u00f6nelme Edat\u0131: B Eki<\/strong><\/li>\n<\/ol>\n

                B<\/em> ekinin T\u00fcrk\u00e7edeki \u2013a\/\u2013e y\u00f6nelme anlam\u0131n\u0131 verdi\u011fi, ancak Fars\u00e7ada isimden \u00f6nce geldi\u011fi anlat\u0131l\u0131r. \u201cOkula\u201d \u279d \u201cbe madrese\u201d bi\u00e7iminde \u00e7evrilmesi gerekti\u011fi vurgulan\u0131r.<\/p>\n

                  \n
                1. Ba\u011fla\u00e7lar\u0131n C\u00fcmle Anlam\u0131n\u0131 De\u011fi\u015ftirme G\u00fcc\u00fc<\/strong><\/li>\n<\/ol>\n

                  \u201cOkula gitmek ve s\u0131n\u0131fta oturmak arkada\u015flarla g\u00fczeldir\u201d c\u00fcmlesinde ba\u011fla\u00e7 kullan\u0131m\u0131n\u0131n anlam\u0131 nas\u0131l de\u011fi\u015ftirdi\u011fi g\u00f6sterilir. T\u00fcrk\u00e7edeki mant\u0131kla \u00e7evrildi\u011finde Fars\u00e7ada yanl\u0131\u015f s\u0131ralama olu\u015fur; as\u0131l ortak eylemin \u201carkada\u015flarla s\u0131n\u0131fta oturmak\u201d oldu\u011fu a\u00e7\u0131klanarak do\u011fru \u00e7eviri be madrese raften ve b\u00e2 dust\u00e2n der kel\u00e2s ne\u015festen hub est<\/em> bi\u00e7iminde verilir.<\/p>\n

                    \n
                  1. Neyzen Tevfik\u2019in Biyografisi \u00dczerinden Uygulama<\/strong><\/li>\n<\/ol>\n

                    Biyografiden se\u00e7ilmi\u015f c\u00fcmleler \u00e7\u00f6z\u00fclerek kelime k\u00f6kleri ve anlam\u0131 a\u00e7\u0131klan\u0131r. Musi\u011fidan<\/em> kelimesinin danesten<\/em> k\u00f6k\u00fcnden geldi\u011fi, uzmanl\u0131k anlam\u0131 ta\u015f\u0131d\u0131\u011f\u0131; mo\u015fkel\u00e2te m\u00e2liyi<\/em> gibi tamlamalar\u0131n do\u011fru \u00e7evrilmesi gerekti\u011fi; perd\u00e2htan<\/em> fiilinin \u201cbir \u015feye y\u00f6nelmek, u\u011fra\u015fmak\u201d anlam\u0131 verdi\u011fi \u00f6rneklerle a\u00e7\u0131klan\u0131r.<\/p>\n

                    Sonu\u00e7<\/strong><\/p>\n

                    Bu ders, Fars\u00e7a \u00e7eviride ek\u2013isim yer de\u011fi\u015fimi, tamlama \u00e7\u00f6z\u00fcm\u00fc, ba\u011fla\u00e7lar\u0131n konumu ve y\u00fcklem mant\u0131\u011f\u0131 gibi temel yap\u0131lar\u0131n do\u011fru uygulanmas\u0131na odaklanarak \u00f6\u011frencinin \u00e7eviri becerisini ileri seviyeye ta\u015f\u0131may\u0131 ama\u00e7lam\u0131\u015ft\u0131r. Uygulama c\u00fcmleleri, y\u00f6ntemli \u00e7\u00f6z\u00fcmlemeler ve metin analizi sayesinde \u00f6\u011frencinin hem dilbilgisi hem kavramsal hakimiyeti \u00f6nemli \u00f6l\u00e7\u00fcde peki\u015ftirilmi\u015ftir.<\/p>\n

                     <\/p>\n

                    Purpose of the Seminar<\/strong><\/p>\n

                    The purpose of this seminar is to reinforce the advanced logic of suffix\u2013noun inversion in translation from Turkish to Persian, to demonstrate how conjunctions, particles and noun phrases determine sentence meaning, and to reduce translation errors by practicing possession structures, attributive constructions and directional markers.<\/p>\n

                    Main Themes<\/strong><\/p>\n

                      \n
                    1. Logic of Possession Without Possessive Suffixes<\/strong><\/li>\n<\/ol>\n

                      The sentence \u201cI was a child and I had a book\u201d is used to show that in Persian, ownership is expressed through the verb d\u00e2\u015ften<\/em> rather than with possessive suffixes on the noun. Therefore, \u201cI had a book\u201d becomes \u201cthere was a book,\u201d without any possessive marker.<\/p>\n

                        \n
                      1. Relationship Between Adjectives and the Predicate<\/strong><\/li>\n<\/ol>\n

                        In structures such as \u201cit was yellow and beautiful,\u201d only the second adjective receives the predicate marker in Persian. The first adjective remains without a predicate to avoid repetition.<\/p>\n

                          \n
                        1. Position of Numbers and Noun Phrases in Translation<\/strong><\/li>\n<\/ol>\n

                          When translating numbers and compounds, the number is placed after the conjunction in Persian. Genitive structures such as \u201cthe name of the book\u201d are translated first as a reversed noun phrase, followed by the proper name and the predicate.<\/p>\n

                            \n
                          1. Translation of \u201cYou were our chemistry teacher\u201d<\/strong><\/li>\n<\/ol>\n

                            The noun phrase \u201cour chemistry teacher\u201d is reversed, and the possessive suffix is removed since Persian does not require it. The remaining structure is translated as shom\u00e2 mo\u2018alleme shimiye m\u00e2 budid.<\/em><\/p>\n

                              \n
                            1. Translation of \u201cYou asked me for the red chemistry notebook\u201d<\/strong><\/li>\n<\/ol>\n

                              The noun phrase and the particle az<\/em> are reversed; az<\/em> is placed before the noun. The appropriate verbal suffix is selected according to the subject. The step-by-step removal\u2013translation\u2013reconstruction method is applied.<\/p>\n

                                \n
                              1. Translation of Descriptive Noun Phrases<\/strong><\/li>\n<\/ol>\n

                                The sentence \u201cThey had an old blue car\u201d is broken down and reconstructed as yek m\u00e2shine \u00e2biye qadimi<\/em> with the predicate anh\u00e2 d\u00e2shtand.<\/em> Subsequent sentences (\u201cThey brought it from Turkey,\u201d \u201cThat blue car was beautiful\u201d) are also analyzed.<\/p>\n

                                  \n
                                1. The Direction Marker B<\/em><\/strong><\/li>\n<\/ol>\n

                                  The particle b<\/em> conveys the meaning \u201cto\/toward,\u201d corresponding to Turkish \u2013a\/\u2013e, but appears before the noun in Persian. Thus, \u201cto school\u201d becomes be madrese.<\/em><\/p>\n

                                    \n
                                  1. Conjunctions and Their Effect on Sentence Meaning<\/strong><\/li>\n<\/ol>\n

                                    The sentence \u201cGoing to school and sitting in the classroom is nice with friends\u201d is shown to produce an incorrect Persian structure if translated literally. The shared action is actually \u201csitting in the classroom with friends,\u201d not \u201cgoing to school.\u201d The corrected translation is be madrese raftan va b\u00e2 dust\u00e2n dar kel\u00e2s ne\u015festan hub ast.<\/em><\/p>\n

                                      \n
                                    1. Application Through Neyzen Tevfik\u2019s Biography<\/strong><\/li>\n<\/ol>\n

                                      Selected sentences from his biography illustrate root analysis and meaning formation. Terms such as musi\u011fidan,<\/em> mo\u015fkel\u00e2te m\u00e2liyi<\/em> and the verb perd\u00e2htan<\/em> are explained in detail, showing how they operate within a sentence.<\/p>\n

                                      Conclusion<\/strong><\/p>\n

                                      This seminar provides an advanced framework for Persian translation techniques, focusing on noun phrase inversion, conjunction positioning, predicate selection and edat usage. Through systematic analysis and applied examples, students strengthen both grammatical control and conceptual understanding required for accurate translation.<\/p>\n

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

                                      AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 24. 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-7837","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7837","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=7837"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7837\/revisions"}],"predecessor-version":[{"id":7838,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7837\/revisions\/7838"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7837"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}