{"id":7861,"date":"2025-11-18T13:01:53","date_gmt":"2025-11-18T10:01:53","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7861"},"modified":"2025-11-18T13:01:53","modified_gmt":"2025-11-18T10:01:53","slug":"ali-seraj-azari-farsca-dersleri-36-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-36-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 36. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 36. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu dersin amac\u0131, Fars\u00e7a\u2019da y\u0131l bildiren zaman kavramlar\u0131n\u0131n do\u011fru kullan\u0131m\u0131n\u0131 \u00f6\u011fretmek, \u201cbir \u015feyi bir \u015feyden tan\u0131mak\u201d yap\u0131s\u0131n\u0131n i\u015fleyi\u015fini a\u00e7\u0131klamak, Fars\u00e7a-Fars\u00e7a s\u00f6zl\u00fck kullan\u0131m\u0131yla \u00f6\u011frencinin anlam \u00e7\u0131karma becerisini geli\u015ftirmek ve karma\u015f\u0131k c\u00fcmlelerin ad\u0131m ad\u0131m \u00e7\u00f6z\u00fcmlemesini sa\u011flamakt\u0131r. Ders, \u00e7eviri prati\u011fi \u00fczerinden hem s\u00f6zl\u00fcksel hem de gramer y\u00f6n\u00fcnden kapsaml\u0131 bir tekrar niteli\u011fi ta\u015f\u0131r.<\/p>\n

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

    \n
  1. B\u00fcy\u00fck Say\u0131lar ve \u00d6dev \u00c7\u00f6z\u00fcm\u00fc<\/strong><\/li>\n<\/ol>\n

    Ders, \u00f6nceki derste verilen b\u00fcy\u00fck say\u0131 okuma \u00f6devlerinin h\u0131zl\u0131 \u00e7\u00f6z\u00fcm\u00fcyle ba\u015flar. \u00d6\u011frencinin hatalar\u0131n\u0131 fark ederek tekrar etmesi gerekti\u011fi vurgulan\u0131r. Bu b\u00f6l\u00fcm, say\u0131 sistemine h\u00e2kimiyetin \u00e7eviri do\u011frulu\u011funda kritik oldu\u011funa dikkat \u00e7eker.<\/p>\n

      \n
    1. Bir \u015eeyi Bir \u015eeyden Tan\u0131ma Yap\u0131s\u0131<\/strong><\/li>\n<\/ol>\n

      \u201cOnu k\u0131yafetinden tan\u0131d\u0131m\u201d ve \u201cOnu y\u00fcr\u00fcy\u00fc\u015f\u00fcnden tan\u0131r\u0131m\u201d \u00f6rnekleri \u00fczerinden \u015fen\u00e2xten<\/em> fiiliyle kurulan tan\u0131ma yap\u0131s\u0131 a\u00e7\u0131klan\u0131r. Ki\u015fi (u), kaynak unsur (ez + isim<\/em>) ve fiilin do\u011fru ge\u00e7mi\u015f zaman \u00e7ekimi (\u015fen\u00e2htem<\/em>) ayr\u0131nt\u0131l\u0131 bi\u00e7imde g\u00f6sterilir. \u00d6\u011frenciye yap\u0131 kurgusunun ad\u0131m ad\u0131m nas\u0131l yerle\u015ftirilece\u011fi \u00f6\u011fretilir.<\/p>\n

        \n
      1. Zaman Kavramlar\u0131 ve Y\u0131llar\u0131n Do\u011fru Kullan\u0131m\u0131<\/strong><\/li>\n<\/ol>\n

        Fars\u00e7adaki y\u0131l bildiren s\u00f6zc\u00fckler kar\u015f\u0131la\u015ft\u0131r\u0131l\u0131r:<\/p>\n

          \n
        • pars\u00e2l<\/em> (ge\u00e7en y\u0131l)<\/li>\n
        • ems\u00e2l<\/em> (bu y\u0131l)<\/li>\n
        • dos\u00e2l pi\u015f<\/em> (iki y\u0131l \u00f6nce \u2013 tamlama olmayan yap\u0131)<\/li>\n
        • yeks\u00e2l pi\u015f<\/em> (bir y\u0131l \u00f6nce)<\/li>\n
        • pir\u00e2rs\u00e2l<\/em> (ge\u00e7en y\u0131ldan bir \u00f6nceki y\u0131l)<\/li>\n<\/ul>\n

          Ems\u00e2l<\/em> kelimesinin Arap\u00e7a mesel(e)<\/em> k\u00f6k\u00fcyle ilgisi olmad\u0131\u011f\u0131, sadece ses benzerli\u011fi ta\u015f\u0131d\u0131\u011f\u0131 a\u00e7\u0131klan\u0131r. Sale-pi\u015f<\/em> ve sale-goza\u015fte<\/em> gibi tamlama yap\u0131lar\u0131n\u0131n neden -e<\/em> ile kuruldu\u011fu \u00f6rneklerle g\u00f6sterilir.<\/p>\n

            \n
          1. Fars\u00e7a\u2013Fars\u00e7a S\u00f6zl\u00fck Kullan\u0131m\u0131 ve Anlam \u00c7\u0131karsama<\/strong><\/li>\n<\/ol>\n

            Ders, Amid s\u00f6zl\u00fc\u011f\u00fcnden pir\u00e2rs\u00e2l<\/em> maddesinin okunmas\u0131yla s\u00f6zl\u00fckten anlam \u00e7\u0131karma prati\u011fi sunar. Kelimenin \u201cge\u00e7en y\u0131ldan bir \u00f6nceki y\u0131l\u201d anlam\u0131n\u0131 nas\u0131l verdi\u011fi ve s\u00f6zl\u00fck maddesinin ba\u011flam i\u00e7inde nas\u0131l anla\u015f\u0131lmas\u0131 gerekti\u011fi \u00f6\u011fretilir.<\/p>\n

              \n
            1. \u0130yelik ve Tamlama Yap\u0131lar\u0131: \u201c\u0130kinci \u00c7ocu\u011funu D\u00fcnyaya Getirdi\u201d<\/strong><\/li>\n<\/ol>\n

              C\u00fcmle \u00e7\u00f6z\u00fcmlemesinde ferzend<\/em> kelimesinin cinsiyet belirsizli\u011fi i\u00e7in uygun oldu\u011fu belirtilir. \u0130yelik ekinin (-e\u015f) yaln\u0131zca kelimeye de\u011fil t\u00fcm tamlamaya sahiplik verdi\u011fi anlat\u0131l\u0131r.
              \n\u201c\u0130kinci \u00e7ocu\u011fu\u201d ifadesi iki farkl\u0131 \u015fekilde kurulabilir:<\/p>\n

                \n
              • ferzende dovom-e\u0161<\/em><\/li>\n
              • dovom-in ferzende-e\u0161<\/em><\/li>\n<\/ul>\n

                \u0130yelik ve nitelik ili\u015fkisi mant\u0131ksal olarak a\u00e7\u0131klan\u0131r.<\/p>\n

                  \n
                1. \u201cD\u00fcnyaya Getirmek\u201d Fiili ve \u00c7eviri Prati\u011fi<\/strong><\/li>\n<\/ol>\n

                  be dony\u00e2 \u00e2vardan<\/em> yap\u0131s\u0131 tan\u0131t\u0131l\u0131r. \u00d6\u011frencinin \u201cd\u00fcnyaya gelmek\u201d fiilini kendisinin d\u00fc\u015f\u00fcnmesi istenir.
                  \nDers sonunda verilen T\u00fcrk\u00e7e c\u00fcmle Fars\u00e7aya iki do\u011fru bi\u00e7imde \u00e7evrilir ve \u00f6\u011frenci \u00e7eviri \u00f6devine y\u00f6nlendirilir.<\/p>\n

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

                  Bu seminer, tan\u0131ma yap\u0131lar\u0131, y\u0131l bildiren zaman kavramlar\u0131, tamlama-iyelik ili\u015fkileri ve Fars\u00e7a\u2013Fars\u00e7a s\u00f6zl\u00fckten anlam \u00e7\u0131karma becerilerini b\u00fct\u00fcnl\u00fckl\u00fc bir \u00e7er\u00e7evede bir araya getirmi\u015ftir. Ders, \u00f6\u011frencinin hem c\u00fcmle \u00e7\u00f6z\u00fcmleme hem de anlam geni\u015fli\u011fi kurma kapasitesini geli\u015ftirerek ileriki derslere haz\u0131rl\u0131k niteli\u011fi ta\u015f\u0131r.<\/p>\n

                   <\/p>\n

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

                  This lesson aims to teach the correct use of Persian year-related time expressions, explain the structure \u201crecognizing something from something,\u201d develop the student\u2019s interpretive skills through Persian\u2013Persian dictionary practice, and guide step-by-step analysis of complex sentences. Through translation exercises, the lesson provides both lexical and grammatical reinforcement.<\/p>\n

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

                    \n
                  1. Large Numbers and Homework Review<\/strong><\/li>\n<\/ol>\n

                    The seminar begins by solving the previous lesson\u2019s homework on reading large numbers. Students are encouraged to review the earlier lesson if they made mistakes. This section highlights the importance of number mastery for accurate translation.<\/p>\n

                      \n
                    1. The Structure of Recognizing Something From Something<\/strong><\/li>\n<\/ol>\n

                      Using sentences such as \u201cI recognized him from his clothes\u201d and \u201cI recognize him from his walk,\u201d the structure built with \u0161en\u00e2xtan<\/em> is explained. The person (u), the source element (ez + noun<\/em>), and the correct past conjugation (\u0161en\u00e2htam<\/em>) are analyzed. Students learn how to properly construct the pattern step by step.<\/p>\n

                        \n
                      1. Time Expressions and Correct Use of Year Terms<\/strong><\/li>\n<\/ol>\n

                        Persian year expressions are compared:<\/p>\n

                          \n
                        • pars\u00e2l<\/em> (last year)<\/li>\n
                        • ems\u00e2l<\/em> (this year)<\/li>\n
                        • dos\u00e2l pi\u0161<\/em> (two years ago \u2013 non-tamlama)<\/li>\n
                        • yeks\u00e2l pi\u0161<\/em> (one year ago)<\/li>\n
                        • pir\u00e2rs\u00e2l<\/em> (the year before last)<\/li>\n<\/ul>\n

                          It is emphasized that ems\u00e2l<\/em> is unrelated to the Arabic root mesel(e)<\/em> despite phonetic similarity. The reason why sale-pi\u0161<\/em> and sale-goza\u0161te<\/em> appear with the -e<\/em> tamlama marker is also clarified.<\/p>\n

                            \n
                          1. Using a Persian\u2013Persian Dictionary and Meaning Extraction<\/strong><\/li>\n<\/ol>\n

                            A sample entry from the Amid Dictionary is examined (pir\u00e2rs\u00e2l<\/em>). Students observe how meaning can be derived directly within Persian rather than through translation. The semantic value \u201cthe year before last\u201d is understood through the dictionary definition.<\/p>\n

                              \n
                            1. Possessive and Tamlama Structures: \u201cShe Gave Birth to Her Second Child\u201d<\/strong><\/li>\n<\/ol>\n

                              The analysis explains that ferzend<\/em> is appropriate when gender is unspecified. The possessive suffix (-e\u0161) attaches to the entire phrase, not just a single word.
                              \n\u201cSecond child\u201d can be constructed in two correct forms:<\/p>\n

                                \n
                              • ferzende dovom-e\u0161<\/em><\/li>\n
                              • dovom-in ferzende-e\u0161<\/em><\/li>\n<\/ul>\n

                                The relationship between possession and descriptive attributes is clarified through examples.<\/p>\n

                                  \n
                                1. The Verb \u201cto Bring Into the World\u201d and Translation Practice<\/strong><\/li>\n<\/ol>\n

                                  The structure be dony\u00e2 \u00e2vardan<\/em> (\u201cto bring into the world\u201d) is introduced. Students are asked to deduce the verb \u201cto be born.\u201d The final translation exercise offers two correct Farsi renderings of the given Turkish sentence.<\/p>\n

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

                                  This seminar integrates recognition structures, year-related time expressions, possessive-tamlama relations, and dictionary-based meaning extraction into a coherent whole. It strengthens the student\u2019s capacity for syntactic analysis and semantic expansion, preparing them for subsequent lessons.<\/p>\n

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

                                  AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 36. 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-7861","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7861","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=7861"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7861\/revisions"}],"predecessor-version":[{"id":7862,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7861\/revisions\/7862"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}