{"id":7964,"date":"2025-11-18T22:41:29","date_gmt":"2025-11-18T19:41:29","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7964"},"modified":"2025-11-18T22:41:29","modified_gmt":"2025-11-18T19:41:29","slug":"ali-seraj-azari-farsca-dersleri-84-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-84-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 84. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 84. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu dersin amac\u0131, \u00f6\u011frenilen ge\u00e7mi\u015f zaman\u0131n (-mi\u015f\/-m\u0131\u015f<\/em>) anlam \u00f6rg\u00fcs\u00fcn\u00fc kavratmak, bu zaman\u0131n etkisi s\u00fcren eylemleri ifade etme bi\u00e7imini a\u00e7\u0131klamak ve rivayet kipi (-mi\u015fti\/-m\u0131\u015ft\u0131<\/em>) ile ili\u015fkisini \u00f6\u011fretmektir. Ayr\u0131ca \u00f6\u011frencinin edilgen yap\u0131 kurma s\u00fcre\u00e7lerini, \u00f6zellikle bone m\u00e2zi + h + \u015fod<\/em> form\u00fcl\u00fcn\u00fcn i\u015flevini, farkl\u0131 \u00f6rnekler \u00fczerinden kavramas\u0131 hedeflenmektedir.<\/p>\n

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

    \n
  1. \u00d6\u011frenilen Ge\u00e7mi\u015f Zaman\u0131n Anlamsal \u00c7er\u00e7evesi<\/strong>
    \nEylemin ge\u00e7mi\u015fte ger\u00e7ekle\u015fti\u011fi h\u00e2lde etkisinin h\u00e2len s\u00fcrd\u00fc\u011f\u00fcn\u00fc ifade eden bu zaman; koku \u00f6rne\u011fi \u00fczerinden \u201cetki s\u00fcreklili\u011fi\u201d fikriyle a\u00e7\u0131klan\u0131r.<\/li>\n
  2. Perfect Yap\u0131s\u0131 ile Ba\u011flant\u0131<\/strong>
    \n\u0130ngilizcedeki perfect<\/em> zamanlar\u0131yla benzerlik kurularak, ge\u00e7mi\u015f eylemin izinin bug\u00fcne ta\u015f\u0131nmas\u0131 kavramsalla\u015ft\u0131r\u0131l\u0131r.<\/li>\n
  3. Edilgen \u00c7at\u0131 Olu\u015fturma Form\u00fcl\u00fc<\/strong>
    \nMaful + bone m\u00e2zi + h + \u015fod<\/em> kal\u0131b\u0131n\u0131n i\u015fleyi\u015fi g\u00f6sterilir ve bu kal\u0131b\u0131n T\u00fcrk\u00e7edeki \u201c-m\u0131\u015f oldu\u201d yap\u0131s\u0131 \u00fczerinden daha rahat kavranabilece\u011fi \u00f6rneklerle a\u00e7\u0131klan\u0131r.<\/li>\n
  4. Etken\u2013Edilgen D\u00f6n\u00fc\u015f\u00fcm\u00fc \u0130\u00e7in Soru Tekni\u011fi<\/strong>
    \n\u201cEtken edilgeni eylediyse edilgene ne oldu?\u201d form\u00fcl\u00fc, \u00f6\u011frencinin d\u00f6n\u00fc\u015f\u00fcm\u00fc do\u011fal bi\u00e7imde anlamas\u0131 i\u00e7in kullan\u0131l\u0131r.<\/li>\n
  5. \u00d6rnekler \u00dczerinden Uygulama<\/strong>
    \nCam\u0131n k\u0131r\u0131lmas\u0131, yeme\u011fin yenmesi, kitab\u0131n okunmas\u0131 gibi \u00f6rneklerle edilgen yap\u0131 peki\u015ftirilir.<\/li>\n
  6. Yeni C\u00fcmle Kurma ve D\u00f6n\u00fc\u015ft\u00fcrme Al\u0131\u015ft\u0131rmalar\u0131<\/strong>
    \n\u00d6\u011frencinin etken c\u00fcmleyi Fars\u00e7aya \u00e7evirip ard\u0131ndan edilgene d\u00f6n\u00fc\u015ft\u00fcrmesi istenir; bu s\u00fcre\u00e7 zihinsel otomatikle\u015fmeyi hedefler.<\/li>\n
  7. Metinle Kar\u015f\u0131la\u015fma ve S\u00f6zl\u00fcks\u00fcz Anlama Denemesi<\/strong>
    \nDerste verilen k\u0131sa paragraf \u00fczerinden \u00f6\u011frencinin s\u00f6zl\u00fcks\u00fcz okuma becerisi test edilir ve metne do\u011fru yakla\u015f\u0131m \u015fekli vurgulan\u0131r.<\/li>\n<\/ol>\n

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

    Bu ders, \u00f6\u011frenilen ge\u00e7mi\u015f zaman\u0131n mant\u0131\u011f\u0131n\u0131, perfect benzeri anlam\u0131n\u0131 ve edilgen yap\u0131 kurulumunu bir araya getirerek \u00f6\u011frencinin hem dil bilgisel hem kavramsal yetkinli\u011fini geli\u015ftirmi\u015ftir. \u00d6\u011frenci, bone m\u00e2zi + h + \u015fod<\/em> form\u00fcl\u00fcn\u00fc farkl\u0131 eylemler \u00fczerinde uygulam\u0131\u015f; eylemin etkisini bug\u00fcne ta\u015f\u0131yan anlam katman\u0131n\u0131 sezgisel olarak kavramaya ba\u015flam\u0131\u015ft\u0131r. Ayr\u0131ca s\u00f6zl\u00fcks\u00fcz metin okuma denemesi, \u00f6\u011frenilen yap\u0131lar\u0131n ne kadar i\u00e7selle\u015ftirildi\u011fini \u00f6l\u00e7meye y\u00f6nelik \u00f6nemli bir ad\u0131m olu\u015fturmu\u015ftur.<\/p>\n

     <\/p>\n

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

    The purpose of this lesson is to teach the semantic structure of the evidential past tense (-mi\u015f\/-m\u0131\u015f<\/em>), to explain how it expresses actions whose effects continue into the present, and to clarify its relation to the narrative form (-mi\u015fti\/-m\u0131\u015ft\u0131<\/em>). The lesson also aims to strengthen the student\u2019s understanding of passive constructions, particularly the function of the bone m\u00e2zi + h + shod<\/em> pattern through applied examples.<\/p>\n

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

      \n
    1. Semantic Scope of the Evidential Past<\/strong>
      \nThe tense expresses past actions that still leave traces in the present, illustrated through the metaphor of lingering scent.<\/li>\n
    2. Connection to the Perfect Aspect<\/strong>
      \nParallels with the English perfect aspect help conceptualize actions that began earlier but remain relevant.<\/li>\n
    3. Passive Construction Formula<\/strong>
      \nThe structure object + bone m\u00e2zi + h + shod<\/em> is explained and related to the Turkish \u201c-m\u0131\u015f oldu\u201d pattern to ease comprehension.<\/li>\n
    4. Question Technique for Active\u2013Passive Transformation<\/strong>
      \nThe formula \u201cIf the agent did X to the object, what happened to the object?\u201d helps internalize passive construction naturally.<\/li>\n
    5. Application Through Examples<\/strong>
      \nExamples such as breaking glass, eating food, or reading a book solidify understanding of the pattern.<\/li>\n
    6. Sentence Construction and Transformation Exercises<\/strong>
      \nStudents first translate active sentences into Persian, then convert them into passive form to build automatic processing.<\/li>\n
    7. Reading Without a Dictionary<\/strong>
      \nA short text is used to test the student’s ability to approach unfamiliar material and evaluate comprehension strategies.<\/li>\n<\/ol>\n

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

      This lesson integrates the logic of the evidential past, its perfect-like implications, and passive structure formation, enhancing both grammatical competence and conceptual understanding. Through repeated application, the student gains confidence in using bone m\u00e2zi + h + shod<\/em> and begins to internalize how lingering effects shape meaning. The dictionary-free reading task further reinforces independent processing skills.<\/p>\n

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

      AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 84. SEM\u0130NER \u00d6ZET\u0130 Dersin 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-7964","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7964","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=7964"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7964\/revisions"}],"predecessor-version":[{"id":7965,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7964\/revisions\/7965"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7964"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}