{"id":7892,"date":"2025-11-18T13:48:42","date_gmt":"2025-11-18T10:48:42","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7892"},"modified":"2025-11-18T13:48:42","modified_gmt":"2025-11-18T10:48:42","slug":"ali-seraj-azari-farsca-dersleri-51-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-51-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 51. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 51. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu seminerin amac\u0131, Fars\u00e7ada birle\u015fik ve edatl\u0131 fiillerle kullan\u0131lan -yor \/ -mekte (\u0645\u06cc) s\u00fcreklilik ekinin do\u011fru yerle\u015ftirilmesini \u00f6\u011fretmek; bir fiilin hangi unsurunun as\u0131l eylemi ta\u015f\u0131d\u0131\u011f\u0131na g\u00f6re \u201cmi\u201dnin nereye gelece\u011fini a\u00e7\u0131klamak; ayr\u0131ca geni\u015f zaman hik\u00e2yesi, basit ge\u00e7mi\u015f zaman ve al\u0131\u015fkanl\u0131k bildiren kiplerde kullan\u0131m farklar\u0131n\u0131 kavratmakt\u0131r.<\/p>\n

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

    \n
  1. \u201cMi\u201d Ekinde As\u0131l Fiilin Belirlenmesi<\/strong><\/li>\n<\/ol>\n

    Birle\u015fik fiillerde \u201ceylemi ta\u015f\u0131yan\u201d unsurun her zaman mastar\u0131n sonundaki esas fiil oldu\u011fu vurgulanm\u0131\u015ft\u0131r. Bu nedenle mi\u2019nin yard\u0131mc\u0131 \u00f6geye de\u011fil, as\u0131l fiile gelmesi gerekti\u011fi anlat\u0131lm\u0131\u015ft\u0131r. Bedony\u00e2 \u00e2meden<\/em> ve ez dony\u00e2 raften<\/em> \u00f6rnekleriyle s\u00fcreklili\u011fin y\u00f6nelme\u2013ayr\u0131lma k\u0131sm\u0131na de\u011fil, do\u011frudan \u201cgelmek\u201d veya \u201cgitmek\u201d fiillerine verildi\u011fi a\u00e7\u0131klanm\u0131\u015ft\u0131r.<\/p>\n

      \n
    1. Birle\u015fik Fiillerde \u00d6n Eklerin Anlam Katman\u0131<\/strong><\/li>\n<\/ol>\n

      Berge\u015ftan<\/em>, bazda\u015fstan<\/em>, baz kerden<\/em>, pervaz kerden<\/em> gibi fiillerde ilk kelimenin anlam\u0131 de\u011fi\u015ftirdi\u011fi ancak s\u00fcreklilik ekinin yaln\u0131zca as\u0131l fiile (kerden, da\u011f\u015ften, ge\u015ftan vb.) gelebildi\u011fi belirtilmi\u015ftir.<\/p>\n

        \n
      1. Basit Ge\u00e7mi\u015ften Geni\u015f Zaman Hik\u00e2yesine Ge\u00e7i\u015f<\/strong><\/li>\n<\/ol>\n

        Bedony\u00e2 \u00e2medi \u2013 d\u00fcnyaya geldin<\/em> gibi basit ge\u00e7mi\u015f zaman \u00f6rnekleri verilmi\u015f; bu yap\u0131lar\u0131n ba\u015f\u0131na \u201cmi\u201d getirilmesiyle d\u00fcnyaya gelirdin<\/em> anlam\u0131na ge\u00e7ildi\u011fi g\u00f6sterilmi\u015ftir. \u00d6\u011frencinin farkl\u0131 fiillerle ayn\u0131 d\u00f6n\u00fc\u015f\u00fcm\u00fc yapabilmesi i\u00e7in \u00f6rnek listeler haz\u0131rlanm\u0131\u015ft\u0131r.<\/p>\n

          \n
        1. Al\u0131\u015fkanl\u0131k Bildiren Yap\u0131lar ve Anlat\u0131 Kurma<\/strong><\/li>\n<\/ol>\n

          Bir yazar\u0131n uykuya hitaben yazd\u0131\u011f\u0131 \u00f6rnek \u00fczerinden, ge\u00e7mi\u015fte al\u0131\u015fkanl\u0131k bildirirken geni\u015f zaman hik\u00e2yesinin kullan\u0131ld\u0131\u011f\u0131 \u00f6\u011fretilmi\u015ftir. C\u00fcmlenin anlam\u0131n\u0131n yaln\u0131zca fiil \u00e7ekimine de\u011fil, ba\u011flamsal okumaya da ba\u011fl\u0131 oldu\u011fu vurgulanm\u0131\u015ft\u0131r.<\/p>\n

            \n
          1. \u00d6\u011frenci Kat\u0131l\u0131m\u0131: Geni\u015f Zaman Hik\u00e2yesi ile C\u00fcmle Kurma<\/strong><\/li>\n<\/ol>\n

            Her g\u00fcn okula gidip gelmek, engellemek, hediye a\u00e7mak, r\u00fcyada u\u00e7mak, ricada bulunmak, \u00e7i\u00e7e\u011fe hitap etmek ve do\u011fru kararlar almak gibi durumlarla ilgili c\u00fcmleler kurularak \u00f6\u011frencinin fiilleri kal\u0131pla\u015ft\u0131rmas\u0131 ama\u00e7lanm\u0131\u015ft\u0131r.<\/p>\n

              \n
            1. Son Nokta: Olumsuz S\u00fcreklilik Ekine Giri\u015f<\/strong><\/li>\n<\/ol>\n

              Dersin sonunda gu\u015f ne midadi<\/em> gibi yap\u0131lardaki olumsuz formun \u00f6zel bir konu oldu\u011fu belirtilmi\u015f ve bir sonraki derste ayr\u0131nt\u0131l\u0131 i\u015flenece\u011fi ifade edilmi\u015ftir.<\/p>\n

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

              Bu seminer, birle\u015fik ve edatl\u0131 fiillerde s\u00fcreklilik ekinin do\u011fru yerle\u015ftirilmesini, geni\u015f zaman hik\u00e2yesi kullan\u0131m\u0131n\u0131, \u00f6n eklerin fiile katt\u0131\u011f\u0131 anlam katmanlar\u0131n\u0131 ve anlat\u0131 i\u00e7inde zaman kiplerinin anlam\u0131 nas\u0131l de\u011fi\u015ftirdi\u011fini \u00f6\u011fretmi\u015ftir. \u00d6\u011frenci, hem fiil \u00e7ekimlerini hem de ba\u011flam i\u00e7inde kullan\u0131m\u0131n\u0131 peki\u015ftirerek Fars\u00e7a \u00fcretim becerisini geli\u015ftirmi\u015ftir.<\/p>\n

               <\/p>\n

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

              The aim of this seminar is to teach the correct placement of the mi<\/strong> continuity marker in Persian, especially within compound verbs and verbs with prepositions; to identify which part of the verb carries the main action; and to clarify the differences between simple past, habitual past, and the narrative present forms.<\/p>\n

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

                \n
              1. Identifying the Core Verb for the \u201cmi\u201d Marker<\/strong><\/li>\n<\/ol>\n

                Students learn that in compound verbs, the \u201cmi\u201d marker must attach to the element bearing the actual action\u2014usually the final verb. Examples such as bedony\u00e2 \u00e2meden<\/em> and az dony\u00e2 raften<\/em> show that continuity is applied to \u00e2meden<\/em> or raften<\/em>, not to the directional elements.<\/p>\n

                  \n
                1. Meaning Layers Added by Verb Prefixes<\/strong><\/li>\n<\/ol>\n

                  In verbs like berge\u0161tan<\/em>, bazd\u00e2\u0161tan<\/em>, baz kardan<\/em>, and parv\u00e2z kardan<\/em>, the first element modifies meaning, but the continuity marker must always attach to the core verb form.<\/p>\n

                    \n
                  1. Transition from Simple Past to Narrative Present<\/strong><\/li>\n<\/ol>\n

                    Examples like bedony\u00e2 \u00e2medi<\/em> (\u201cyou came into the world\u201d) are transformed to habitual or narrative meanings by adding \u201cmi,\u201d producing bedony\u00e2 mi \u00e2medi<\/em> (\u201cyou would come into the world\u201d). This transformation is applied across multiple verbs.<\/p>\n

                      \n
                    1. Habitual Actions and Narrative Construction<\/strong><\/li>\n<\/ol>\n

                      Through a literary-style sentence about sleep coming at night and departing in the morning, students learn how the narrative present expresses past habits and emotional implications.<\/p>\n

                        \n
                      1. Student Practice: Building Sentences in the Narrative Present<\/strong><\/li>\n<\/ol>\n

                        Students practice forming habitual past sentences about going to school, preventing actions, opening gifts, flying in dreams, making requests, addressing a flower, or making correct decisions.<\/p>\n

                          \n
                        1. Introduction to Negative Continuity Forms<\/strong><\/li>\n<\/ol>\n

                          The final example introduces gu\u015f ne midadi<\/em>, noting that the negative form of the continuity marker will be discussed in the next lesson.<\/p>\n

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

                          The seminar strengthens the learner\u2019s command of Persian compound verbs, the placement of the continuity marker, the interpretation of prefixes, and the construction of narrative or habitual forms. These skills together enhance grammatical accuracy and contextual fluency.<\/p>\n

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

                          AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 51. 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-7892","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7892","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=7892"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7892\/revisions"}],"predecessor-version":[{"id":7893,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7892\/revisions\/7893"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7892"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}