{"id":7847,"date":"2025-11-18T12:42:27","date_gmt":"2025-11-18T09:42:27","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7847"},"modified":"2025-11-18T12:42:27","modified_gmt":"2025-11-18T09:42:27","slug":"ali-seraj-azari-farsca-dersleri-29-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-29-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 29. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 29. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu dersin amac\u0131, \u00f6nceki derslerde kazan\u0131lan temel Fars\u00e7a dil bilgisi konular\u0131n\u0131 tekrar ederek peki\u015ftirmek, metin \u00e7\u00f6z\u00fcmleme ve \u00e7eviri becerisini geli\u015ftirmek ve hem Fars\u00e7a\u2013T\u00fcrk\u00e7e hem de T\u00fcrk\u00e7e\u2013Fars\u00e7a y\u00f6n\u00fcnde uygulamal\u0131 \u00e7eviri prati\u011fi sunmakt\u0131r. Ders boyunca kelime anlamlar\u0131, fiil kal\u0131plar\u0131, tamlama yap\u0131lar\u0131, zaman ekleri, r\u00e2<\/em> kullan\u0131m\u0131, ge\u00e7i\u015fli\/ge\u00e7i\u015fsiz fiil ayr\u0131m\u0131 ve soru kurma teknikleri \u00f6rnekler \u00fczerinden i\u015flenir.<\/p>\n

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

    \n
  1. Fars\u00e7a Metnin T\u00fcrk\u00e7eye \u00c7evrilmesi<\/strong><\/li>\n<\/ol>\n

    Simin adl\u0131 bir \u00e7ocu\u011fun sinemaya gitmesi, annesini beklemesi, eve d\u00f6nmesi ve uyku zaman\u0131 ya\u015fanan k\u0131sa olaylar ad\u0131m ad\u0131m \u00e7evrilir. \u00d6\u011frenci, metindeki ge\u00e7mi\u015f zaman \u00e7ekimlerini, ba\u011fla\u00e7lar\u0131, sebep-sonu\u00e7 ili\u015fkilerini, isim tamlamalar\u0131n\u0131, ez<\/em> yap\u0131s\u0131n\u0131 ve r\u00e2<\/em> ekinin nesne belirleme i\u015flevini ba\u011flam i\u00e7inde analiz eder. \u201cMontazer buden\u201d, \u201cmontazer manden\u201d, \u201cbazge\u015ftan\u201d, \u201charidan\u201d, \u201ctarifkardan\u201d, \u201chab diden\u201d gibi fiillerin anlam farklar\u0131 ayr\u0131nt\u0131l\u0131 bi\u00e7imde a\u00e7\u0131klan\u0131r. Havan\u0131n betimlenmesi, \u00e7ar\u015famba g\u00fcn\u00fc ifadesi ve birle\u015fik y\u00fcklemlerin T\u00fcrk\u00e7e kar\u015f\u0131l\u0131klar\u0131n\u0131n nas\u0131l sadele\u015ftirilece\u011fi g\u00f6sterilir.<\/p>\n

      \n
    1. T\u00fcrk\u00e7e Metnin Fars\u00e7aya \u00c7evrilmesi<\/strong><\/li>\n<\/ol>\n

      \u201cBu kitab\u0131 \u00fc\u00e7 defa okudum\u201d \u015feklinde ba\u015flayan g\u00fcnl\u00fck konu\u015fma formundaki T\u00fcrk\u00e7e anlat\u0131 Fars\u00e7aya aktar\u0131l\u0131r. \u201cSebar \/ se-defe\u201d, \u201c\u00e7era\u201d, \u201ckafi buden \/ kafi nebuden\u201d, \u201chandana\u015f\u201d, \u201c\u00e7izh\u00e2 tarif kardan\u201d, \u201cy\u00e2d d\u00e2d\u201d gibi yap\u0131lar i\u015flenir. Okuma fiilinin ge\u00e7mi\u015f zaman \u00e7ekimi, tekrar say\u0131lar\u0131n\u0131 bildiren kelimeler, olumsuz y\u00fcklem olu\u015fturma, duygu bildiren fiiller ve karakter betimlemelerinin kar\u015f\u0131l\u0131klar\u0131 \u00f6rneklendirilir. \u201cAc\u00e2b\u201d, \u201cguyi\u201d, \u201chem\u00ee\u015fe\u201d, \u201cafsurde\u201d gibi soyut nitelik bildiren kelimelerin \u00e7evirisi g\u00f6sterilir.<\/p>\n

        \n
      1. Dilbilgisel Yap\u0131lar\u0131n Peki\u015ftirilmesi<\/strong><\/li>\n<\/ol>\n

        Her iki \u00e7eviri \u00e7al\u0131\u015fmas\u0131 s\u00fcresince \u00f6\u011frenciye, tamlamalar\u0131n s\u0131ralan\u0131\u015f\u0131, r\u00e2<\/em> ekinin i\u015flevi, zamirlerin fiillere ekleni\u015fi, mastar kullan\u0131m\u0131, ge\u00e7mi\u015f zaman \u00e7ekimleri ve soru kurma bi\u00e7imleri tekrar hat\u0131rlat\u0131l\u0131r. Metin i\u00e7inde do\u011fal bi\u00e7imde tekrar eden kelimelerin \u00f6\u011frenmede ne kadar \u00f6nemli oldu\u011fu vurgulan\u0131r. Ders, kelime ve fiillerin farkl\u0131 ba\u011flamlarda s\u0131k s\u0131k tekrar edilmesinin gereklili\u011fine dair notla tamamlan\u0131r.<\/p>\n

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

        Bu ders, \u00e7eviri odakl\u0131 yo\u011fun bir tekrar \u00e7al\u0131\u015fmas\u0131 sunarak \u00f6\u011frencinin Fars\u00e7a c\u00fcmle yap\u0131s\u0131, fiil \u00e7ekimleri, tamlama d\u00fczeni ve anlam ili\u015fkilerini daha bilin\u00e7li bi\u00e7imde kavramas\u0131n\u0131 hedefler. Hem Fars\u00e7a metni \u00e7\u00f6zme hem T\u00fcrk\u00e7e metni yeniden kurma s\u00fcre\u00e7leri, \u00f6\u011frencinin dilsel sezgisini ve \u00e7eviri do\u011frulu\u011funu g\u00fc\u00e7lendirmektedir.<\/p>\n

         <\/p>\n

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

        The aim of this lesson is to reinforce previously learned fundamental Persian grammar topics, strengthen text analysis and translation skills, and provide practical translation exercises in both Farsi\u2013Turkish and Turkish\u2013Farsi directions. Throughout the lesson, vocabulary, verb structures, noun phrases, tense markers, the function of r\u00e2<\/em>, transitive\/intransitive verb distinctions, and question formation techniques are examined through contextual examples.<\/p>\n

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

          \n
        1. Translating the Persian Text into Turkish<\/strong><\/li>\n<\/ol>\n

          A short narrative about Simin\u2014her anticipation of a film, going to the cinema with her mother, returning home, and bedtime events\u2014is translated step by step. The student analyzes past tense structures, conjunctions, causal relations, noun phrases, the ez<\/em> construction, and the role of r\u00e2<\/em> in marking objects. Verbs such as \u201cmontazer buden,\u201d \u201cmontazer manden,\u201d \u201cbazge\u015ftan,\u201d \u201charidan,\u201d \u201ctarifkardan,\u201d and \u201chab diden\u201d are clarified with their nuanced meanings. Weather descriptions, weekday expressions and simplified Turkish renderings of complex predicate structures are demonstrated.<\/p>\n

            \n
          1. Translating the Turkish Text into Persian<\/strong><\/li>\n<\/ol>\n

            A conversational Turkish passage beginning with \u201cI read this book three times\u201d is translated into Persian. Structures such as \u201csebar \/ se-defe,\u201d \u201c\u00e7era,\u201d \u201ckafi buden \/ kafi nebuden,\u201d \u201chandana\u015f,\u201d \u201c\u00e7izh\u00e2 tarif kardan,\u201d and \u201cy\u00e2d d\u00e2d\u201d are practiced. Repetition markers, past tense verb forms, negation patterns, emotive verbs, and character descriptions are shown in detail. Words with abstract or emotional content\u2014\u201cac\u00e2b,\u201d \u201cguyi,\u201d \u201chem\u00ee\u015fe,\u201d \u201cafsurde\u201d\u2014are rendered appropriately.<\/p>\n

              \n
            1. Reinforcement of Grammatical Structures<\/strong><\/li>\n<\/ol>\n

              Throughout both translation exercises, students revisit the formation and ordering of noun phrases, the function of r\u00e2<\/em>, attachment of pronominal markers to verbs, the use of infinitives, past tense conjugations and question patterns. The lesson emphasizes the value of frequent repetition of key vocabulary and structures across different contexts.<\/p>\n

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

              This lesson offers intensive translation-based revision, enabling students to consolidate their understanding of Persian sentence structure, verb forms, noun phrase organization, and semantic relations. Working through both directions of translation strengthens linguistic intuition and increases accuracy in comprehension and production.<\/p>\n

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

              AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 29. 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-7847","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7847","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=7847"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7847\/revisions"}],"predecessor-version":[{"id":7848,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7847\/revisions\/7848"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7847"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}