{"id":7843,"date":"2025-11-18T12:31:31","date_gmt":"2025-11-18T09:31:31","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7843"},"modified":"2025-11-18T12:31:31","modified_gmt":"2025-11-18T09:31:31","slug":"ali-seraj-azari-farsca-dersleri-27-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-27-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 27. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 27. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu dersin amac\u0131, iyelik eklerinin Fars\u00e7aya nas\u0131l aktar\u0131ld\u0131\u011f\u0131n\u0131 a\u00e7\u0131klamak, isimlerin -i<\/em> h\u00e2linin (r\u00e2<\/em>) kullan\u0131m\u0131n\u0131 peki\u015ftirmek ve ge\u00e7i\u015fli fiillerin tamlamalarla birlikte nas\u0131l \u00e7evrilece\u011fini ad\u0131m ad\u0131m g\u00f6stermektir. Ders boyunca hem temel eylemlerin bone mazi h\u00e2llerinin \u00e7\u0131kar\u0131lmas\u0131 hem de y\u00fcklemin etkiledi\u011fi \u00f6\u011felerin do\u011fru s\u0131rayla yerle\u015ftirilmesi \u00fczerinde durulur. Ayr\u0131ca \u201cyeme\u011fi yemek onu sevindirdi\u201d gibi yap\u0131sal a\u00e7\u0131dan karma\u015f\u0131k c\u00fcmleler par\u00e7alanarak Fars\u00e7a s\u00f6z dizimine uygun bi\u00e7imde yeniden in\u015fa edilir.<\/p>\n

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

    \n
  1. C\u00fcmlenin T\u00fcrk\u00e7ede \u00c7\u00f6z\u00fclmesi ve \u00d6\u011felerin Tan\u0131mlanmas\u0131<\/strong><\/li>\n<\/ol>\n

    \u201cYeme\u011fi yemek onu sevindirdi\u201d \u00f6rne\u011fi \u00fczerinden isim\u2013fiil ayr\u0131m\u0131, eklerin i\u015flevi, nesne durumundaki \u00f6\u011felerin belirlenmesi ve \u00f6znenin y\u00fcklemle ili\u015fkisi ele al\u0131n\u0131r. \u00c7eviri \u00f6ncesi T\u00fcrk\u00e7e c\u00fcmlenin do\u011fru bi\u00e7imde analiz edilmesinin zorunlulu\u011fu vurgulan\u0131r.<\/p>\n

      \n
    1. Belirtme H\u00e2li ve r\u00e2<\/em> Kullan\u0131m\u0131<\/strong><\/li>\n<\/ol>\n

      \u201cYeme\u011fi\u201d ve \u201conu\u201d gibi belirtili nesnelerin Fars\u00e7ada r\u00e2<\/em> ile kar\u015f\u0131land\u0131\u011f\u0131, bu ekin T\u00fcrk\u00e7edeki s\u0131ray\u0131 aynen takip etti\u011fi a\u00e7\u0131klan\u0131r. Kaza r\u00e2<\/em> ve u r\u00e2<\/em> \u00f6rnekleri \u00fczerinden hem isim hem zamirin r\u00e2<\/em> alabilece\u011fi g\u00f6sterilir.<\/p>\n

        \n
      1. \u0130ki Basamakl\u0131 Fiiller ve Bone Mazi Olu\u015fturma<\/strong><\/li>\n<\/ol>\n

        Ho\u015f h\u00e2l kerdan<\/em> gibi birle\u015fik fiillerde zaman\u2013ki\u015fi eklerinin yaln\u0131zca fiilin ikinci b\u00f6l\u00fcm\u00fcne geldi\u011fi belirtilir. Kerden<\/em> mastar\u0131ndan kerd<\/em> bone mazisine ge\u00e7i\u015f y\u00f6ntemi a\u00e7\u0131klan\u0131r. \u00dc\u00e7\u00fcnc\u00fc tekil \u015fahs\u0131n ge\u00e7mi\u015f zamanda ek almamas\u0131 tekrar vurgulan\u0131r.<\/p>\n

          \n
        1. Tamlama Yap\u0131lar\u0131nda S\u0131ra ve \u0130yelik Mant\u0131\u011f\u0131<\/strong><\/li>\n<\/ol>\n

          \u201cOnun yemek pi\u015firmesi\u201d gibi yap\u0131larda iki ayr\u0131 iyelik ekinin T\u00fcrk\u00e7ede yer ald\u0131\u011f\u0131, fakat Fars\u00e7ada bunun tek bir \u00f6geyle kar\u015f\u0131land\u0131\u011f\u0131 belirtilir. Tamlama olu\u015ftururken y\u00fckleme ait olmayan eklerin yaln\u0131zca son \u00f6\u011fede yer ald\u0131\u011f\u0131, ma\u015fin-e u<\/em> \u00f6rne\u011fiyle a\u00e7\u0131k h\u00e2le getirilir.<\/p>\n

            \n
          1. \u00c7eviride \u00d6\u011fe Yer De\u011fi\u015ftirme Tekni\u011fi<\/strong><\/li>\n<\/ol>\n

            Zor c\u00fcmlelerde anlam\u0131 daha rahat g\u00f6rebilmek i\u00e7in ge\u00e7ici s\u00f6zc\u00fcklerle \u00f6rnek kurma tekni\u011fi anlat\u0131l\u0131r; \u201conun arabas\u0131 beni mutlu etti\u201d \u00f6rne\u011fi \u00fczerinden tamlama i\u015fleyi\u015fi g\u00f6sterilir. Temel \u00f6\u011fe belirlendikten sonra \u00e7eviride yerine as\u0131l kelimenin konulabilece\u011fi belirtilir.<\/p>\n

              \n
            1. Ge\u00e7i\u015fli Fiiller ve Nesne Belirleme<\/strong><\/li>\n<\/ol>\n

              Pohtan<\/em> ve gereften<\/em> gibi fiillerin ba\u011flama g\u00f6re farkl\u0131 anlamlar ald\u0131\u011f\u0131, ge\u00e7i\u015fli\u2013ge\u00e7i\u015fsiz fiillerin nesne ile ili\u015fkisine g\u00f6re \u00e7eviride de\u011fi\u015fiklik gerektirdi\u011fi ifade edilir. \u201cKitab\u0131 ald\u0131\u201d \u00f6rne\u011finde \u201cbir yerden almak\u201d ve \u201cbir ki\u015fiden almak\u201d ayr\u0131m\u0131 \u00fczerinden fiil se\u00e7imi a\u00e7\u0131klan\u0131r.<\/p>\n

                \n
              1. Karma\u015f\u0131k C\u00fcmlelerin Ad\u0131m Ad\u0131m \u00c7evrilmesi<\/strong><\/li>\n<\/ol>\n

                \u201cKitab\u0131 ald\u0131, ortadan bir sayfa a\u00e7t\u0131 ve y\u00fcksek sesle okudu\u201d c\u00fcmlesi par\u00e7alanarak her b\u00f6l\u00fcm\u00fcn Fars\u00e7aya aktar\u0131m\u0131 yap\u0131l\u0131r. \u201cOrtadan\u201d i\u00e7in ez vesat<\/em>, \u201cy\u00fcksek sesle okumak\u201d i\u00e7in b\u00e2 sedaye bolend h\u00e2nden<\/em> kullan\u0131mlar\u0131 g\u00f6sterilir.<\/p>\n

                  \n
                1. Me\u015fgul Olmak ve Ge\u00e7i\u015fli Yap\u0131lar<\/strong><\/li>\n<\/ol>\n

                  \u201cMe\u015fgul olmak\u201d fiilinin ge\u00e7i\u015fli bir yap\u0131 olu\u015fturdu\u011fu ve araya me\u015fgul olunan eylemin yerle\u015ftirilebildi\u011fi, me\u015fgul-e ders h\u00e2nden buden<\/em> \u00f6rne\u011fiyle a\u00e7\u0131klan\u0131r. Fars\u00e7ada fiili b\u00f6lme ve \u00f6ge ekleme mant\u0131\u011f\u0131 ayr\u0131nt\u0131land\u0131r\u0131l\u0131r.<\/p>\n

                    \n
                  1. Rahats\u0131z Etmek Fiilinin Anlam Alan\u0131<\/strong><\/li>\n<\/ol>\n

                    \u201cBeni rahats\u0131z etmedi\u201d c\u00fcmlesindeki fiilin do\u011frudan birebir kar\u015f\u0131l\u0131k ta\u015f\u0131mad\u0131\u011f\u0131, en yak\u0131n anlaml\u0131 mozahem \u015fodan<\/em> yap\u0131s\u0131n\u0131n tercih edilece\u011fi belirtilir. Fiilin ge\u00e7i\u015fli olu\u015fu nedeniyle mozaheme men<\/em> yap\u0131s\u0131n\u0131n ortaya \u00e7\u0131kt\u0131\u011f\u0131, olumsuzlu\u011fun ba\u015fa ne<\/em> getirilerek yap\u0131ld\u0131\u011f\u0131 a\u00e7\u0131klan\u0131r.<\/p>\n

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

                    Bu ders, iyelik eklerinin Fars\u00e7ada tek \u00f6geyle ifade edilmesi, r\u00e2<\/em> ekinin nesneyi belirlemedeki temel rol\u00fc ve ge\u00e7i\u015fli fiillerin tamlamalarla ili\u015fkisi \u00fczerine kapsaml\u0131 bir \u00e7eviri prati\u011fi sunmaktad\u0131r. \u00d6\u011frenci, T\u00fcrk\u00e7e c\u00fcmleyi \u00e7\u00f6z\u00fcmleyip Fars\u00e7a s\u00f6z dizimine uygun bi\u00e7imde yeniden kurmay\u0131 \u00f6\u011frenirken fiil \u00e7ekimleri, tamlamalar ve nesne i\u015faretleme konular\u0131nda daha bilin\u00e7li h\u00e2le gelir.<\/p>\n

                     <\/p>\n

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

                    This lesson aims to explain how possessive markers are transferred into Persian, to reinforce the use of the accusative marker r\u00e2<\/em>, and to demonstrate how transitive verbs interact with noun phrases in translation. Throughout the session, the extraction of bone mazi forms and the correct placement of sentence elements are emphasized. Complex structures such as \u201cYeme\u011fi yemek onu sevindirdi\u201d are broken down and reconstructed according to Persian syntax.<\/p>\n

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

                      \n
                    1. Breaking Down the Turkish Sentence<\/strong><\/li>\n<\/ol>\n

                      Through the example \u201cYeme\u011fi yemek onu sevindirdi,\u201d distinctions between noun and verb forms, functions of suffixes and identification of objects are clarified. Accurate analysis of the Turkish sentence is presented as a necessary preparatory step.<\/p>\n

                        \n
                      1. Accusative Case and the Use of r\u00e2<\/em><\/strong><\/li>\n<\/ol>\n

                        Words such as \u201cyeme\u011fi\u201d and \u201conu\u201d are shown to require r\u00e2<\/em> in Persian, and the order of r\u00e2<\/em> mirrors Turkish. Examples such as kaza r\u00e2<\/em> and u r\u00e2<\/em> demonstrate how both nouns and pronouns may take r\u00e2<\/em>.<\/p>\n

                          \n
                        1. Two-Step Verbs and Forming the Bone Mazi<\/strong><\/li>\n<\/ol>\n

                          For compound verbs like ho\u015f h\u00e2l kerdan<\/em>, tense and person markers attach only to the second component. The transition from the infinitive kerden<\/em> to the bone mazi kerd<\/em> is explained, along with the rule that the third-person singular in the past tense has no suffix.<\/p>\n

                            \n
                          1. Structure of Noun Phrases and Possession<\/strong><\/li>\n<\/ol>\n

                            In phrases like \u201conun yemek pi\u015firmesi,\u201d Turkish shows two possessive markers whereas Persian requires only one. Possession appears exclusively on the second element of the phrase, as in ma\u015fin-e u<\/em>.<\/p>\n

                              \n
                            1. Substitution Technique in Translation<\/strong><\/li>\n<\/ol>\n

                              A technique is introduced in which a difficult structure is temporarily replaced with an easier example (\u201conun arabas\u0131 beni mutlu etti\u201d), allowing the translator to observe the phrase mechanics before inserting the original lexical item.<\/p>\n

                                \n
                              1. Transitive Verbs and Identifying the Object<\/strong><\/li>\n<\/ol>\n

                                Verbs such as pohtan<\/em> and gereften<\/em> vary in meaning depending on context. The distinction between \u201ctaking from the ground\u201d and \u201ctaking from someone\u201d is used to show how verb choice depends on the nature of the object.<\/p>\n

                                  \n
                                1. Step-by-Step Translation of Complex Sentences<\/strong><\/li>\n<\/ol>\n

                                  The sentence \u201cKitab\u0131 ald\u0131, ortadan bir sayfa a\u00e7t\u0131 ve y\u00fcksek sesle okudu\u201d is divided into its components and translated individually. Structures like ez vesat<\/em>, yek sefe baz kerd<\/em> and b\u00e2 sedaye bolend h\u00e2nd<\/em> are clarified.<\/p>\n

                                    \n
                                  1. Being Busy and Transitive Structures<\/strong><\/li>\n<\/ol>\n

                                    The expression \u201cto be busy with something\u201d is treated as a transitive two-part verb, allowing the inserted action to appear between the two components: me\u015fgul-e ders h\u00e2nden buden<\/em>.<\/p>\n

                                      \n
                                    1. Semantic Range of the Verb \u201cto bother\u201d<\/strong><\/li>\n<\/ol>\n

                                      Since there is no exact equivalent for \u201crahats\u0131z etmek,\u201d the closest form mozahem \u015fodan<\/em> is used. The structure mozaheme men<\/em> illustrates how the object is expressed without repeating men r\u00e2<\/em>. Negation is formed by prefixing the verb with ne<\/em>.<\/p>\n

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

                                      This lesson provides comprehensive practice on expressing possession with a single marker in Persian, using r\u00e2<\/em> to identify objects and handling transitive verbs within complex noun phrases. The student learns to deconstruct Turkish sentences and reconstruct them according to Persian syntax while gaining precision in verb forms, noun phrases and object marking.<\/p>\n

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

                                      AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 27. 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-7843","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7843","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=7843"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7843\/revisions"}],"predecessor-version":[{"id":7844,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7843\/revisions\/7844"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7843"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}