{"id":7888,"date":"2025-11-18T13:41:49","date_gmt":"2025-11-18T10:41:49","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7888"},"modified":"2025-11-18T13:41:49","modified_gmt":"2025-11-18T10:41:49","slug":"ali-seraj-azari-farsca-dersleri-49-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-49-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 49. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 49. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu seminerin amac\u0131, Fars\u00e7ada edatl\u0131 fiillerin \u00e7evirisi, d\u00f6n\u00fc\u015fl\u00fcl\u00fck zamiri (hod), yer-y\u00f6n ekleri ve c\u00fcmlede vurgu ile anlam kaymalar\u0131n\u0131n do\u011fru bi\u00e7imde aktar\u0131lmas\u0131n\u0131 \u00f6\u011fretmektir. Derste nesne h\u00e2li, y\u00f6nelme ve ayr\u0131lma ekleri, bir eylemin kiminle veya neyle yap\u0131ld\u0131\u011f\u0131n\u0131 g\u00f6steren yap\u0131lar ile \u201cyan\u0131mda\u201d, \u201ckendiyle\u201d, \u201ckendi ba\u015f\u0131na\u201d gibi ifadelerin Fars\u00e7adaki kar\u015f\u0131l\u0131klar\u0131 \u00fczerinde durulmu\u015ftur.<\/p>\n

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

    \n
  1. Edatl\u0131 Fiiller ve Anlam Alanlar\u0131<\/strong><\/li>\n<\/ol>\n

    Fars\u00e7ada bir\u00e7ok fiilin anlam\u0131, ald\u0131\u011f\u0131 edatla birlikte de\u011fi\u015fir. \u00d6zellikle bordan (g\u00f6t\u00fcrmek), berd\u00e2shtan (almak\u2013kald\u0131rmak), goza\u015ftan (b\u0131rakmak), \u015fenidan (duymak) gibi fiillerin hangi eklerle birlikte kullan\u0131ld\u0131\u011f\u0131nda farkl\u0131 anlamlara b\u00fcr\u00fcnd\u00fc\u011f\u00fc a\u00e7\u0131klanm\u0131\u015ft\u0131r.<\/p>\n

      \n
    1. Nesne \u0130\u015faretleyicisi ve Yer-Y\u00f6n Ekleri<\/strong><\/li>\n<\/ol>\n

      \u201c-r\u00e2\u201d nesne ekinin i\u015flevi, \u201cru-ye\u201d ile y\u00fczey belirtme, \u201cbe\u201d ile y\u00f6nelme, \u201cez\u201d ile ayr\u0131lma anlamlar\u0131 \u00f6rneklerle g\u00f6sterilmi\u015ftir. C\u00fcmlenin anlam\u0131n\u0131n bu eklerle nas\u0131l netle\u015fti\u011fi \u00fczerinde durulmu\u015ftur.<\/p>\n

        \n
      1. \u2018Yan\u0131nda\u2019 ve \u2018Kendiyle\u2019 Yap\u0131lar\u0131<\/strong><\/li>\n<\/ol>\n

        T\u00fcrk\u00e7edeki \u201cyan\u0131mda g\u00f6t\u00fcrd\u00fcm\u201d gibi ifadelerin Fars\u00e7ada pi\u015f ile; \u201ckendiyle g\u00f6t\u00fcrd\u00fc\u201d gibi yap\u0131lar\u0131n ise hod zamiriyle do\u011fru bi\u00e7imde kurulmas\u0131 gerekti\u011fi aktar\u0131lm\u0131\u015ft\u0131r. \u201cHod\u201dun hem sahiplik hem sorumluluk anlam\u0131 ta\u015f\u0131d\u0131\u011f\u0131 belirtilmi\u015ftir.<\/p>\n

          \n
        1. Aile Bireyleri \u0130\u00e7in Kavramsal Kar\u015f\u0131l\u0131klar<\/strong><\/li>\n<\/ol>\n

          Fars\u00e7ada \u201cabi\u2013abla\u2013karde\u015f\u201d gibi ayr\u0131mlar bulunmad\u0131\u011f\u0131ndan, ber\u00e2der \/ h\u00e2her + bozorg \/ ku\u00e7ak bi\u00e7iminde ifade edilmesi gerekti\u011fi a\u00e7\u0131klanm\u0131\u015ft\u0131r.<\/p>\n

            \n
          1. D\u00f6n\u00fc\u015fl\u00fcl\u00fck Zamiri (Hod)<\/strong><\/li>\n<\/ol>\n

            Hodem, hodet, hode\u015f gibi d\u00f6n\u00fc\u015fl\u00fcl\u00fck zamirlerinin yaln\u0131zca \u201ckendi\u201d anlam\u0131 vermedi\u011fi; ayn\u0131 zamanda eylemin sorumlulu\u011funu veya sahiplik ili\u015fkisini g\u00fc\u00e7lendirdi\u011fi anlat\u0131lm\u0131\u015ft\u0131r.<\/p>\n

              \n
            1. Birle\u015fik Yap\u0131lar ve Fiil Kurulumu<\/strong><\/li>\n<\/ol>\n

              \u201cBir \u015feye ba\u015flamak\u201d ifadesinin \u015foru\u2019 + be + mastar + kerdan bi\u00e7imiyle kuruldu\u011fu a\u00e7\u0131klanm\u0131\u015f; metindeki \u00f6rnek c\u00fcmleler \u00fczerinden uygulama yap\u0131lm\u0131\u015ft\u0131r.<\/p>\n

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

              Bu seminer, \u00f6\u011frencinin edatl\u0131 fiilleri do\u011fru tan\u0131mas\u0131n\u0131, d\u00f6n\u00fc\u015fl\u00fcl\u00fck zamirini yerinde kullanmas\u0131n\u0131, yer-y\u00f6n eklerini anlam temelli yorumlamas\u0131n\u0131 ve Fars\u00e7a c\u00fcmle yap\u0131s\u0131n\u0131 T\u00fcrk\u00e7eden ba\u011f\u0131ms\u0131z bi\u00e7imde kavramas\u0131n\u0131 sa\u011flam\u0131\u015ft\u0131r. B\u00f6ylece \u00e7eviri s\u00fcrecinde hem anlam hem kullan\u0131m do\u011frulu\u011funun g\u00fc\u00e7lendirilmesi ama\u00e7lanm\u0131\u015ft\u0131r.<\/p>\n

               <\/p>\n

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

              The purpose of this seminar is to teach the correct translation and usage of Persian compound verbs with prepositions, the reflexive pronoun (hod), directional and locative markers, and how emphasis affects meaning within a sentence. Structures such as \u201cwith me,\u201d \u201cbeside me,\u201d and \u201cwith oneself\u201d are analyzed to clarify their differences in Persian.<\/p>\n

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

                \n
              1. Compound Verbs and Semantic Variations<\/strong><\/li>\n<\/ol>\n

                Many Persian verbs change meaning depending on the preposition attached. Verbs such as bordan (to take), berd\u00e2shtan (to lift \/ pick up), goza\u0161tan (to leave), and shenidan (to hear) were examined through examples.<\/p>\n

                  \n
                1. Object Marker and Locative Elements<\/strong><\/li>\n<\/ol>\n

                  The use of the object marker -r\u00e2, the surface marker ru-ye, the directional marker be, and the separative marker ez were explained, showing how these elements clarify the structure and meaning of sentences.<\/p>\n

                    \n
                  1. Expressions of \u201cWith Me\u201d and \u201cWith Oneself\u201d<\/strong><\/li>\n<\/ol>\n

                    The Turkish expression \u201cI took it with me\u201d corresponds to structures with pi\u0161, whereas \u201che took it with himself\u201d uses the reflexive hod. The dual function of \u201chod\u201d\u2014possession and responsibility\u2014was emphasized.<\/p>\n

                      \n
                    1. Kinship Terminology<\/strong><\/li>\n<\/ol>\n

                      Since Persian lacks direct equivalents for \u201colder brother,\u201d \u201cyounger sister,\u201d etc., the construction bar\u00e2dar \/ h\u00e2her + bozorg \/ ku\u00e7ak is used to express sibling hierarchy.<\/p>\n

                        \n
                      1. Reflexive Pronoun (Hod)<\/strong><\/li>\n<\/ol>\n

                        Forms such as hodem, hodet, hode\u0161 play an important syntactic and semantic role, strengthening the meaning of agency and ownership in the sentence.<\/p>\n

                          \n
                        1. Compound Predicate Formation<\/strong><\/li>\n<\/ol>\n

                          The structure \u201cto begin doing something\u201d = \u0161oru\u2019 + be + infinitive + kardan was taught and practiced with sample sentences.<\/p>\n

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

                          The seminar enhances the learner\u2019s understanding of Persian verb\u2013preposition structures, reflexive pronouns, and directional markers while improving translation accuracy. It also reinforces building Persian sentences independent of Turkish structures.<\/p>\n

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

                          AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 49. 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-7888","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7888","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=7888"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7888\/revisions"}],"predecessor-version":[{"id":7889,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7888\/revisions\/7889"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7888"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}