{"id":7969,"date":"2025-11-18T22:42:21","date_gmt":"2025-11-18T19:42:21","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7969"},"modified":"2025-11-18T22:42:21","modified_gmt":"2025-11-18T19:42:21","slug":"ali-seraj-azari-farsca-dersleri-86-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-86-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 86. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 86. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

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

Bu dersin amac\u0131, Fars\u00e7ada \u201c-den sonra\u201d (b\u00e2d ez<\/em>) ve \u201c-den \u00f6nce\u201d (qabl az<\/em>) kal\u0131plar\u0131n\u0131n i\u015fleyi\u015f mant\u0131\u011f\u0131n\u0131 \u00f6\u011fretmek, zaman s\u0131ralamas\u0131 i\u00e7eren c\u00fcmlelerin nas\u0131l kuruldu\u011funu kavratmak ve iki eylem aras\u0131ndaki ili\u015fkiyi do\u011fru yorumlama becerisini geli\u015ftirmektir. \u00d6\u011frenci, eylemlerin hangi s\u0131rayla ger\u00e7ekle\u015fti\u011fini hem T\u00fcrk\u00e7e-Fars\u00e7a kar\u015f\u0131la\u015ft\u0131rmas\u0131yla hem de \u00f6rnek c\u00fcmleler \u00fczerinden kavramay\u0131 \u00f6\u011frenir.<\/p>\n

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

    \n
  1. B\u00e2d Ez Yap\u0131s\u0131n\u0131n \u0130\u015flevi<\/strong>
    \n\u0130lk eylemin mastar h\u00e2linde, ikinci eylemin \u015fah\u0131s eki alarak verilmesi; zaman s\u0131ralamas\u0131n\u0131n ba\u015fta \u201cb\u00e2d ez\u201d ile belirtilmesi.<\/li>\n
  2. Qabl Az Yap\u0131s\u0131n\u0131n \u0130\u015flevi<\/strong>
    \nEylemlerin yer de\u011fi\u015ftirmesi; \u201cqabl az\u201d\u0131n sonradan ger\u00e7ekle\u015fmesi beklenen eylemi ba\u015fa \u00e7ekmesi ve mant\u0131ksal s\u0131ralamay\u0131 \u00f6nden bildirmesi.<\/li>\n
  3. T\u00fcrk\u00e7e\u2013Fars\u00e7a S\u0131ralama Fark\u0131<\/strong>
    \nT\u00fcrk\u00e7ede \u201cilk eylem + -den sonra + ikinci eylem\u201d bi\u00e7imindeyken, Fars\u00e7ada s\u0131ralama unsurunun c\u00fcmlenin ba\u015f\u0131na al\u0131nmas\u0131 ve eylemlerin buna g\u00f6re dizilmesi.<\/li>\n
  4. Mastar Kullan\u0131m\u0131 ve \u015eah\u0131s Ekleri<\/strong>
    \nBirinci eylemin daima mastar h\u00e2linde tutulmas\u0131; ikinci eylemin ger\u00e7ekle\u015fme bilgisinin \u015fah\u0131s eki ile verilmesi.<\/li>\n
  5. Do\u011fal Ya\u015fam Ak\u0131\u015f\u0131na Uygun \u00d6rnekler<\/strong>
    \nKo\u015fmak\u2013dinlenmek, \u00fcflemek\u2013yemek gibi g\u00fcnl\u00fck \u00f6rneklerle yap\u0131n\u0131n sezgisel olarak peki\u015ftirilmesi.<\/li>\n
  6. Geli\u015fmi\u015f C\u00fcmleler ve Ek Bilgi Katmanlar\u0131<\/strong>
    \n\u201cAhmet\u2019in annesinin d\u00fcn gece pi\u015firdi\u011fi yemek\u201d gibi geni\u015fletilmi\u015f tamlamalarla yap\u0131 karma\u015f\u0131kl\u0131\u011f\u0131n\u0131n art\u0131r\u0131lmas\u0131.<\/li>\n
  7. S\u0131nav Mant\u0131\u011f\u0131 ve Bo\u015fluk Doldurma Stratejisi<\/strong>
    \nMastar se\u00e7imi, zaman uyumu, \u00fc\u00e7\u00fcnc\u00fc tekil ge\u00e7mi\u015f zaman\u0131n \u015fah\u0131s ekinin d\u00fc\u015fmesi gibi s\u0131navlarda kritik olan ayr\u0131nt\u0131lar\u0131n ay\u0131rt edilmesi.<\/li>\n
  8. Sebep\u2013Sonu\u00e7 \u0130li\u015fkisi ve \u00c7on Yap\u0131s\u0131<\/strong>
    \n\u201c\u00c7on\u201d ba\u011flac\u0131n\u0131n sebebi ba\u015fa alabilmesi ve karma\u015f\u0131k c\u00fcmlelerde anlam ili\u015fkisini d\u00fczenlemesi.<\/li>\n
  9. Metin Yorumlama ve Edilgen Unsuru Bulma<\/strong>
    \nUzun c\u00fcmlelerde edilgen unsurun nas\u0131l ay\u0131rt edilece\u011fi ve hangi bilginin soruya cevap niteli\u011fi ta\u015f\u0131d\u0131\u011f\u0131.<\/li>\n<\/ol>\n

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

    Bu ders, zaman s\u0131ralamas\u0131 bildiren yap\u0131larda Fars\u00e7a c\u00fcmle kurulumunun temel mant\u0131\u011f\u0131n\u0131 ortaya koymu\u015f, b\u00e2d ez<\/em> ve qabl az<\/em> kal\u0131plar\u0131n\u0131n hem basit hem karma\u015f\u0131k yap\u0131larda nas\u0131l i\u015fledi\u011fini ayr\u0131nt\u0131l\u0131 bi\u00e7imde a\u00e7\u0131klam\u0131\u015ft\u0131r. \u00d6\u011frenci, mastar kullan\u0131m\u0131, \u015fah\u0131s eklerinin rol\u00fc, sebep-sonu\u00e7 ba\u011fla\u00e7lar\u0131 ve geni\u015fletilmi\u015f tamlamalarla c\u00fcmlenin anlam iskeletini \u00e7\u00f6zmeyi \u00f6\u011frenmi\u015ftir. S\u0131nav temelli bo\u015fluk doldurma \u00f6rnekleri, yap\u0131lar\u0131 tan\u0131ma h\u0131z\u0131n\u0131 art\u0131rm\u0131\u015f; ders sonunda verilen uzun c\u00fcmle ise metin \u00e7\u00f6z\u00fcmleme becerisinin geli\u015fmesine katk\u0131 sa\u011flam\u0131\u015ft\u0131r.<\/p>\n

     <\/p>\n

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

    The purpose of this lesson is to teach the functional logic of the Persian structures \u201cafter\u201d (b\u00e2d ez<\/em>) and \u201cbefore\u201d (qabl az<\/em>), to clarify how temporal sequencing is formed in sentences, and to improve the student\u2019s ability to interpret the relationship between two actions. The lesson strengthens understanding through comparisons between Turkish and Persian as well as applied examples.<\/p>\n

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

      \n
    1. Function of B\u00e2d Ez<\/strong>
      \nThe first action appears in the infinitive form, while the second carries the personal ending; the temporal marker precedes both.<\/li>\n
    2. Function of Qabl Az<\/strong>
      \nThe expected future action is pulled to the front; the structure signals the sequence before presenting the two actions.<\/li>\n
    3. Difference Between Turkish and Persian Ordering<\/strong>
      \nWhereas Turkish places \u201cafter\u201d between the two actions, Persian places the sequencing element at the beginning.<\/li>\n
    4. Use of Infinitives and Personal Endings<\/strong>
      \nThe first action remains in infinitive form, and the performance of the second action is encoded through personal markers.<\/li>\n
    5. Examples from Daily Life<\/strong>
      \nActions such as blowing\u2013eating or running\u2013resting help internalize the structure naturally.<\/li>\n
    6. Expanded Sentences and Added Information<\/strong>
      \nMore complex noun phrases illustrate how sequencing structures behave within longer sentences.<\/li>\n
    7. Exam-Oriented Reasoning<\/strong>
      \nIdentifying infinitives, distinguishing tense, and recognizing the absence of the third-person singular marker in the past tense.<\/li>\n
    8. Cause\u2013Effect Through \u00c7on<\/strong>
      \nThe connector \u00e7on<\/em> brings the cause to the beginning of the sentence, creating clear logical relations.<\/li>\n
    9. Text Interpretation and Identifying the Patient<\/strong>
      \nStudents practice recognizing the passive element and determining which noun answers the question posed.<\/li>\n<\/ol>\n

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

      This lesson develops a solid understanding of temporal sequencing in Persian, clarifying how b\u00e2d ez<\/em> and qabl az<\/em> function in both simple and complex sentences. It strengthens mastery of infinitive use, personal endings, causal connectors, and extended noun phrases. Through applied practice and interpretation exercises, the student becomes more proficient in analyzing and producing temporally structured sentences.<\/p>\n

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

      AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 86. 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-7969","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7969","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=7969"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7969\/revisions"}],"predecessor-version":[{"id":7970,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7969\/revisions\/7970"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7969"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}