Anadolu sahasında yazılmış Farsça dil bilgisi kitapları /
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2021
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info:eu-repo/semantics/openAccess
Özet
Türkçe ile tarih boyunca karşılıklı etki içerisinde bulunan Farsça, bizim kültürümüzde ve edebiyatımızda önemli bir yer tutmaktadır. Türkçe ve Farsçanın bu denli iç içe olmasının en önemli sebepleri bu topraklarda yaşayan şair ve ediplerin hem Türkçe hem de Farsça olarak muhtelif konularda pek çok eser kaleme almış olmaları ve Anadolu'da Farsçanın Arapça ile birlikte ikinci dil olarak öğretilmesidir. Anadolu'da Farsçanın ve Farsça olarak telif edilen eserlerin gördüğü ilgi neticesinde Farsçanın öğretilmesi amacıyla gerek Türkçe gerekse Farsça ya Arapça olarak, manzum ve mensur sözlükler, dil bilgisi kitapları, konuşma kılavuzları ve Farsça okuma kitapları telif edilmiştir. Anadolu'da ilk örneklerini Arapça-Farsça sözlüklerde gördüğümüz Farsçanın öğretimine dair ilk çalışmalar, on dördüncü yüzyıldan itibaren Farsçanın öğretilmesi amacıyla hazırlanmış Farsça-Türkçe sözlükler ile devam etmiştir. Bu sözlüklerde genellikle ezber yoluyla dil bilgisi kaidelerini öğretmek amaçlanmış ve daha çok türeme bilgisi üzerinde durulmuştur. On altıncı yüzyılda Farsça-Türkçe sözlüklerin giriş kısımlarında genellikle muhtasar olarak değinilen Farsça dil bilgisi konuları yeterli görülmemiş müstakil olarak Farsça dil bilgisi kurallarını anlatan kitaplara ihtiyaç duyulmuştur. Farsça dil bilgisine dair müstakil olarak telif edilmiş ilk eserlerde Farsça dil bilgisi konuları genellikle isim, fiil ve harf başlıkları altında ele alınmış; sıklıkla Arapça dil bilgisi terimlerinden yararlanılmış ve Arapça fiil çekim usulleri ile tertip yöntemleri tercih edilmiştir. Bu kitapların büyük bir kısmında Farsça dil bilgisi konu ve kuralları Türkçe ve Arapça anlatılmış, birkaçında Farsça, bazılarında ise hem Türkçe hem Farsça izah edilmiştir. Sayıca az olan bu eserlerin muhatapları genellikle küçük çocuklar olmuştur. On dokuzuncu yüzyıldan itibaren Farsça, Osmanlı Devleti'nde açılan yeni eğitim kurumlarının müfredatında yer almış ve bu sebeple bu okulların müfredatına göre çok sayıda Farsça dil bilgisi kitabı hazırlanmıştır. Öğrencilere belli başlı eserleri okuyup anlayacak düzeyde Farsça öğretmek amacıyla hazırlanmış bu dil bilgisi kitapları dil öğretiminde yeni yöntemlerin gelişmesiyle yerini soru-cevap, diyalog, tercüme, tahlil gibi alıştırmalar ile tüm dil becerilerini öğretmeyi amaçlayan kitaplara bırakmıştır. Bu çalışmada Anadolu'da Farsçanın öğretiminde önemli bir yeri olan müstakil olarak yazılmış Farsça dil bilgisi kitapları üzerinde durulmuştur. Böylelikle hem Farsça dil bilgisi kitaplarının Anadolu'daki tarihi seyri tespit edilmiş hem de müderrislerin hangi usul ve yöntemlerle Farsçayı yabancı dil olarak Anadolu insanına öğrettikleri ortaya konulmuştur.
Persian, which has been in mutual influence with Turkish throughout history, has an important place in our culture and literature. The most important reasons why Turkish and Persian are so intertwined are that poets and scholars living in these lands have written many works on various subjects in both Turkish and Persian, and in Anatolia, Persian is taught as a second language along with Arabic. As a result of the interest in Persian and works written in Persian in Anatolia, poetic and prose dictionaries, grammar books, speech guides and Persian reading books were written in order to teach this language in Turkish, Persian or Arabic. The first studies on the teaching of Persian, the first examples of which we see in Arabic-Persian dictionaries in Anatolia, continued with Persian-Turkish dictionaries in the fourteenth century. In these dictionaries, it is aimed to teach grammar rules by memorization and the knowledge of derivation is emphasized. In the sixteenth century, Persian grammar subjects, which are generally briefly mentioned in the introductions of Persian-Turkish dictionaries, were not considered sufficient, and a need arose for books describing the rules of Persian grammar. In the first independently written works on Persian grammar, Persian grammar topics were generally discussed under noun, verb and letter titles; Arabic grammar terms were used frequently and Arabic verb conjugation methods and arrangement methods were preferred. In the majority of these books, the topics and rules of Persian grammar are explained in Turkish and Arabic, in some of them in Persian, and in some both in Turkish and Persian. The addressees of these few works were generally small children. Starting from the nineteenth century, Persian has been included in the curriculum of new educational institutions opened in the Ottoman Empire, and for this reason, many Persian grammar books have been prepared according to the curricula of these schools. In these books, the grammar books prepared to teach Persian to the level that students can read certain works, have been replaced by the books that aim to teach all language skills with exercises such as question and answer, dialogue, translation and analysis. In this study, the Persian grammar books, which have an important place in the teaching of Persian in Anatolia, are focused on. Thus, both the historical course of the Persian grammar books in Anatolia has been determined and it has been tried to be revealed by which methods and schools the professors taught Persian as a foreign language to Anatolian people.
Persian, which has been in mutual influence with Turkish throughout history, has an important place in our culture and literature. The most important reasons why Turkish and Persian are so intertwined are that poets and scholars living in these lands have written many works on various subjects in both Turkish and Persian, and in Anatolia, Persian is taught as a second language along with Arabic. As a result of the interest in Persian and works written in Persian in Anatolia, poetic and prose dictionaries, grammar books, speech guides and Persian reading books were written in order to teach this language in Turkish, Persian or Arabic. The first studies on the teaching of Persian, the first examples of which we see in Arabic-Persian dictionaries in Anatolia, continued with Persian-Turkish dictionaries in the fourteenth century. In these dictionaries, it is aimed to teach grammar rules by memorization and the knowledge of derivation is emphasized. In the sixteenth century, Persian grammar subjects, which are generally briefly mentioned in the introductions of Persian-Turkish dictionaries, were not considered sufficient, and a need arose for books describing the rules of Persian grammar. In the first independently written works on Persian grammar, Persian grammar topics were generally discussed under noun, verb and letter titles; Arabic grammar terms were used frequently and Arabic verb conjugation methods and arrangement methods were preferred. In the majority of these books, the topics and rules of Persian grammar are explained in Turkish and Arabic, in some of them in Persian, and in some both in Turkish and Persian. The addressees of these few works were generally small children. Starting from the nineteenth century, Persian has been included in the curriculum of new educational institutions opened in the Ottoman Empire, and for this reason, many Persian grammar books have been prepared according to the curricula of these schools. In these books, the grammar books prepared to teach Persian to the level that students can read certain works, have been replaced by the books that aim to teach all language skills with exercises such as question and answer, dialogue, translation and analysis. In this study, the Persian grammar books, which have an important place in the teaching of Persian in Anatolia, are focused on. Thus, both the historical course of the Persian grammar books in Anatolia has been determined and it has been tried to be revealed by which methods and schools the professors taught Persian as a foreign language to Anatolian people.
