‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ‬

‫ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ‬

 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ‬
‫ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ‬

‫ﺗﺄﻟﻴﻒ‪‬‬
‫ﺳﻠﻤﺎﻥ ﻋﻠﻲﻳﺎﺭﻱ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬

‫ﮔﻮﻳﺶﻫﺎﻱ‪:‬‬
‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟَﻨﮓ‬
‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬
‫ﻟﺮﻱ ﺳ‪‬ﮕﻮﻧﺪ‬
‫ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬
‫ﻟﻜﻲ ﺩ‪‬ﻟﻔﺎﻧﻲ‬
‫ﻛﺮﺩﻱ ﻛَﻠﻬ‪‬ﺮﻱ‬
‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬

‫ﻓﺮﻫﻨﮕﺴﺘﺎﻥ ﺯﺑﺎﻥ ﻭ ﺍﺩﺏ ﻓﺎﺭﺳﻲ‬

‫ﻧﺸﺮ ﺁﺛﺎﺭ ‪ /‬ﺗﻬﺮﺍﻥ ‪1396‬‬
‫ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن و ادب ﻓﺎرﺳﻲ‬ ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎي اﻳﺮاﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ از ﺣﺎﺷﻴﺔ زاﮔﺮس(‬
‫‪180‬‬ ‫ﺗﺄﻟﻴﻒ‪ :‬ﺳﻠﻤﺎن ﻋﻠﻲﻳﺎري ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬
‫وﻳﺮاﺳﺘﺎر‪:‬‬
‫ﭼﺎپ او‪‬ل‪1396 :‬‬
‫ﻗﻴﻤﺖ‪ :‬رﻳﺎل‬
‫ﺷﻤﺎر‪ 500 :‬ﻧﺴﺨﻪ‬
‫ﺻﺤﺎﻓﻲ و ﭼﺎپ‪ :‬ﻛﺎوا‬
‫‪ISBN: 978-600-8735-15-1‬‬ ‫ﺷﺎﺑﻚ‪978-600-8735-15-1 :‬‬
‫ﻧﺸﺎﻧﻲ‪ :‬ﺗﻬﺮان‪ ،‬ﺑﺰرﮔﺮاه ﺷﻬﻴﺪ ﺣﻘﺎﻧﻲ‪ ،‬ﺑﻌﺪ از اﻳﺴـﺘﮕﺎه ﻣﺘـﺮو‪ ،‬ﻣﺠﻤﻮﻋـﺔ‬
‫ﻓﺮﻫﻨﮕﺴﺘﺎنﻫﺎ‪ ،‬ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن و ادب ﻓﺎرﺳﻲ‪،‬‬
‫ﺻﻨﺪوق ﭘﺴﺘﻲ‪15875-6394 :‬‬
‫دورﻧﮕﺎر‪(021)88642500 :‬‬ ‫ﺗﻠﻔﻦ‪(021)88642339-68 :‬‬
‫‪www.persianacademy.ir‬‬ ‫وﺑﮕﺎه‪:‬‬
‫ﺣﻖ ﭼﺎپ ﻣﺤﻔﻮ ظ اﺳﺖ‪.‬‬
‫ﻓﻬﺮﺳﺖﻧﻮﻳﺴﻲ ﭘﻴﺶ از اﻧﺘﺸﺎر ﻛﺘﺎﺑﺨﺎﻧﺔ ﻣﻠّﻲ ﺟﻤﻬﻮري اﺳﻼﻣﻲ اﻳﺮان‬

‫ﺳﺮﺷﻨﺎﺳﻪ‬
‫ﻋﻨﻮان و ﻧﺎم ﭘﺪﻳﺪآور‬
‫ﻣﺸﺨﺼﺎت ﻧﺸﺮ‬
‫ﻣﺸﺨﺼﺎت ﻇﺎﻫﺮي‬
‫ﻓﺮوﺳﺖ‬
‫ﺷﺎﺑﻚ‬
‫وﺿﻌﻴﺖ ﻓﻬﺮﺳﺖﻧﻮﻳﺴﻲ‬
‫ﻳﺎدداﺷﺖ‬
‫ﻳﺎدداﺷﺖ‬
‫ﻳﺎدداﺷﺖ‬
‫ﻳﺎدداﺷﺖ‬
‫ﻣﻨﺪرﺟﺎت‬
‫ﻣﻮﺿﻮع‬
‫ﻣﻮﺿﻮع‬
‫ﺷﻨﺎﺳﻪ اﻓﺰوده‬
‫ردهﺑﻨﺪي ﻛﻨﮕﺮه‬
‫ردهﺑﻨﺪي دﻳﻮﻳﻲ‬
‫ﺷﻤﺎرة ﻛﺘﺎبﺷﻨﺎﺳﻲ ﻣﻠّﻲ‬
‫ﺑﻪ ﻣﺎﺩﺭﻡ‬
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 ‫ﻣﻘﺪ‪‬ﻣﻪ‬
‫ﺳﺮﺯﻣﻴﻦ ﭘﻬﻨﺎﻭﺭ ﺍﻳﺮﺍﻥ ﺩﺭ ﻃﻮﻝ ﺗﺎﺭﻳﺦ ﺩﻳﺮﭘﺎﻱ ﺧﻮﺩ‪ ،‬ﺯﺑﺎﻥﻫﺎ ﻭ ﮔﻮﻳﺶﻫﺎﻱ ﭘﺮﺷﻤﺎﺭﻱ ﺩﺍﺷﺘﻪ‬
‫ﺍﺳﺖ ﻛﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺁﻥﻫﺎ ﺍﻛﻨﻮﻥ ﮔﻮﻳﺸﻮﺭﻱ ﻧﺪﺍﺭﺩ ﻭ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺘﻪ ﺍﺳﺖ ﻭ ﺗﻨﻬﺎ ﺍﺯ ﺭﻭﻱ‬
‫ﻧﻮﺷﺘﻪﻫﺎﻱ ﺑﺎﺯﻣﺎﻧﺪﻩ ﺑﺮ ﺳﻨﮓ‪ ،‬ﻓﻠﺰ‪ ،‬ﭼﻮﺏ‪ ،‬ﺩﻳﻮﺍﺭ‪ ،‬ﭘﻮﺳﺖ ﻭ ‪ ...‬ﺑﻪ ﺧﻂﻫﺎ ﻭ ﺯﺑﺎﻥﻫﺎﻱ ﻣﺨﺘﻠﻒ‬
‫ﺑﻪ ﻭﺟﻮﺩ ﺁﻥﻫﺎ ﻣﻲﺗﻮﺍﻥ ﭘﻲ ﺑﺮﺩ‪ .‬ﺍﺯ ﻣﻴﺎﻥ ﻫﻤﺔ ﺯﺑﺎﻥﻫﺎ ﻭ ﮔﻮﻳﺶﻫﺎﻱ ﻛﻬﻦ‪ ،‬ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﺑﺎ‬
‫ﮔﻮﻳﻨﺪﮔﺎﻥ ﭘﺮﺷﻤﺎﺭ ﺧﻮﺩ ﺑﻪﻋﻨﻮﺍﻥِ ﺯﺑﺎﻥ ﺭﺳﻤﻲ ﻭ ﮔﻮﻳﺶﻫﺎﻱ ﻣﺘﻨﻮﻉ ﺁﻥ ﺑﻪ ﻫﻤ‪‬ﺖ ﺳﺨﻨﻮﺭﺍﻥ‪،‬‬
‫ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﻭ ﮔﻮﻳﺸﻮﺭﺍﻥ ﺁﻥ ﺑﺮ ﺟﺎﻱ ﻣﺎﻧﺪﻩ ﻭ ﺁﺛﺎﺭ ﺍﺭﺯﺷﻤﻨﺪ ﺍﺩﺑﻲ ﻭ ﻋﻠﻤﻲ ﻛﻪ ﺣﺎﺻﻞ‬
‫ﻛﻮﺷﺶ ﻣﺘﻔﻜﺮﺍﻥ ﺍﻳﺮﺍﻧﻲ ﺍﺳﺖ ﺑﻪ ﺁﻥ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺑﺮﺗﺮﻳﻦ ﻋﺎﻣﻞ ﭘﻴﻮﻧﺪ ﺍﻗﻮﺍﻡ ﮔﻮﻧﺎﮔﻮﻥ‬
‫ﻭ ﺳﻨﺪ ﺍﻓﺘﺨﺎﺭ ﻣﻠّﻲ ﻭ ﻫﻮﻳﺖﺑﺨﺶ ﺍﻳﺮﺍﻥ ﻭ ﺍﻳﺮﺍﻧﻲ ﺑﻪ ﺷﻤﺎﺭ ﻣﻲﺭﻭﺩ‪.‬‬
‫ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺩﺭ ﺷﻬﺮﻫﺎ ﻭ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺍﻳﺮﺍﻥ ﻭ ﻛﺸﻮﺭﻫﺎﻱ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ ﺗﺎﺟﻴﻜﺴﺘﺎﻥ‬
‫ﺳﺪﻩﻫﺎﻱ ﻣﺘﻤﺎﺩﻱ ﺭﺍ ﺩﺭﻧﻮﺭﺩﻳﺪﻩ ﻭ ﻣﻴﺮﺍﺙ ﭘﺮﺑﺎﺭ ﻓﺮﻫﻨﮕﻲ ﻭ ﻓﻜﺮﻱ ﻣﺮﺩﻡ ﺭﺍ ﺩﺭ ﺩﺭﺍﺯﺍﻱ ﺗﺎﺭﻳﺦ‬
‫ﭘﺎﻳﻴﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﮔﻮﻳﺶﻫﺎ ﺩﺭ ﺣﻔﻆ ﻭﺍژﻩﻫﺎﻱ ﻛﻬﻦ ﻭ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺩﺳﺘﻮﺭﻱ ﺍﺯ ﺯﺑﺎﻥﻫﺎﻱ‬
‫ﺭﺳﻤﻲ ﻣﺤﺎﻓﻈﻪﻛﺎﺭﺗﺮﻧﺪ ﻭ ﺭﺍﻭﻳﺎﻥ ﺭﺍﺳﺘﻴﻦ ﺍﻧﺪﻳﺸﻪﻫﺎ ﻭ ﭘﻨﺪﺍﺭﻫﺎﻱ ﻋﺎﻣﺔ ﻣﺮﺩﻡ ﻭ ﻧﺴﻞﻫﺎﻱ‬
‫ﭘﻴﺸﻴﻦﺍﻧﺪ ﻛﻪ ﺍﻣﺮﻭﺯ ﺑﺎ ﮔﺴﺘﺮﺵ ﺭﺳﺎﻧﻪﻫﺎﻱ ﻫﻤﮕﺎﻧﻲ ﻭ ﺍﺭﺗﺒﺎﻁﻫﺎﻱ ﺁﺳﺎﻥ ﻣﻴﺎﻥ ﺷﻬﺮﻫﺎ ﻭ‬
‫ﻛﺸﻮﺭﻫﺎ ﻭ ﺗﻮﺳﻌﺔ ﻣﺪﺍﺭﺱ ﻭ ﺍﻗﺒﺎﻝ ﺑﻪ ﺁﻣﻮﺧﺘﻦ ﺯﺑﺎﻥﻫﺎﻱ ﺩﻳﮕﺮ ﻭ‪ ...‬ﺩﺭ ﻣﻌﺮﺽ ﺯﻭﺍﻝ ﻭ‬
‫ﺧﺎﻣﻮﺷﻲﺍﻧﺪ ﻭ ﺑﻴﻢ ﺁﻥ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺁﻳﻨﺪﻩﺍﻱ ﻧﻪﭼﻨﺪﺍﻥ ﺩﻭﺭ ﺑﻪ ﻓﺮﺍﻣﻮﺷﻲ ﺳﭙﺮﺩﻩ ﺷﻮﻧﺪ‪ ،‬ﻳﺎ‬
‫ﺍﻳﻨﻜﻪ ﺑﺴﻲ ﺍﺯ ﻭﻳﮋﮔﻲﻫﺎﻱ ﻛﻬﻦ ﺁﻥ ﺯﻳﺮ ﺳﻠﻄﺔ ﺯﺑﺎﻥ ﻣﻌﻴﺎﺭ ﻛﻢﺭﻧﮓ ﻭ ﺑﻲﺍﺛﺮ ﺷﻮﺩ؛ ﺑﻨﺎﺑﺮﺍﻳﻦ‬
‫ﺣﻔﻆ ﻭ ﺛﺒﺖ ﻭ ﺿﺒﻂ ﮔﻮﻳﺶﻫﺎ ﺩﺭ ﺑ‪‬ﻌﺪ ﻭﺍژﻩﻫﺎ‪ ،‬ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ‪ ،‬ﻣﻜﺎﻟﻤﻪﻫﺎﻱ ﺭﻭﺯﺍﻧﻪ‪ ،‬ﺩﺍﺳﺘﺎﻥﻫﺎ‪،‬‬
‫ﻣ‪‬ﺜَﻞﻫﺎ ﻭ ﺍﺻﻄﻼﺣﺎﺕ ﻣﺤﻠّﻲ ﺧﺎﺹ ﭘﻴﺸﻪﻫﺎ ﺿﺮﻭﺭﺗﻲ ﺍﻧﻜﺎﺭﻧﺎﭘﺬﻳﺮ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺁﮔﺎﻫﻲﻫﺎﻱ‬
‫ﮔﻮﻳﺸﻲ ﺩﺭ ﻭﺍژﻩﮔﺰﻳﻨﻲ ﻭ ﻣﻌﺎﺩﻝﺳﺎﺯﻱ ﻭﺍژﻩﻫﺎﻱ ﺑﻴﮕﺎﻧﻪ‪ ،‬ﺗﺼﺤﻴﺢ ﻣﺘﻦﻫﺎﻱ ﻛﻬﻦ ﻓﺎﺭﺳﻲ‪،‬‬
‫ﺷﻨﺎﺧﺖ ﻣﻌﻨﺎ ﻭ ﺭﻳﺸﻪﺷﻨﺎﺳﻲ ﻭﺍژﻩﻫﺎ ﻭ ﺑﺎﺯﺷﻨﺎﺳﻲ ﻧﻮﺍﺩﺭ ﻟﻐﺎﺕ ﻓﺎﺭﺳﻲ ﻭ ﺗﻨﻈﻴﻢ ﺩﺳﺘﻮﺭﻫﺎﻱ‬
‫ﺗﺎﺭﻳﺨﻲ ﻳﺎﺭﻳﮕﺮ ﭘﮋﻭﻫﻨﺪﮔﺎﻥ ﻭ ﻣﻨﺒﻌﻲ ﺳﻮﺩﻣﻨﺪ ﺑﺮﺍﻱ ﺷﻨﺎﺧﺖ ﺷﻴﻮﻩﻫﺎﻱ ﺯﻧﺪﮔﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻭ‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬
‫ﻣﺠﻤﻮﻋﺔ ﺣﺎﺿﺮ ﮔﺮﺩﺁﻭﺭﻱ ﻭ ﺑﺮﺭﺳﻲ ﺯﺑﺎﻧﻲ ﻫﻔﺖ ﺯﺑﺎﻥ‪/‬ﮔﻮﻳﺶ ﺍﻳﺮﺍﻧﻲ ﻧﻮ ﻏﺮﺑﻲ )ﺷﻤﺎﻝ ﻏﺮﺑﻲ ﻭ ﺟﻨﻮﺏ ﻏﺮﺑﻲ(‬
‫ﺍﺯ ﻏﺮﺏ ﻭ ﺟﻨﻮﺏ ﺍﻳﺮﺍﻥ ﺍﺳﺖ ﻛﻪ ﻳﻚ ﮔﻮﻳﺶ ﻟﺮﻱ ﺟﻨﻮﺑﻲ )ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ ﻗﻠﻌﻪﺳﺮﺩﻱ(‪ ،‬ﺩﻭ ﮔﻮﻳﺶ ﻟﺮﻱ‬
‫ﺷﻤﺎﻟﻲ )ﺩﺭﻩﺟﻮﺯﺍﻧﻲ ﻭ ﺳﮕﻮﻧﺪ ﺯﺍﻏﻪ(‪ ،‬ﻳﻚ ﮔﻮﻳﺶ ﮔﻮﺭﺍﻧﻲ )ﮔﻮﺭﻩﺟﻮﻳﻲ(‪ ،‬ﻳﻚ ﮔﻮﻳﺶ ﻟﻜﻲ )ﺩﻟﻔﺎﻧﻲ ﻧـﻮﺭﻋﻠﻲ( ﻭ‬
‫ﺩﻭ ﮔﻮﻳﺶ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ )ﻛﻠﻬﺮﻱ ﮔﻴﻼﻥ ﻏﺮﺑﻲ ﻭ ﮔﻬﻮﺍﺭﻩﺍﻱ( ﺭﺍ ﺷﺎﻣﻞ ﻣﻲﺷﻮﺩ ﻛﻪ ﺑﺮﻣﺒﻨﺎﻱ ﺍﻟﮕﻮﻱ »ﮔﻨﺠﻴﻨﺔ‬
‫ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ« ﻓﺮﻫﻨﮕﺴﺘﺎﻥ ﺯﺑﺎﻥ ﻭ ﺍﺩﺏ ﻓﺎﺭﺳﻲ ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﻭ ﺑﺮ ﺁﻥﻫﺎ ﺩﺳﺘﻮﺭ ﺯﺑﺎﻧﻲ ﺍﺟﻤﺎﻟﻲ ﻧﻮﺷـﺘﻪ‬
‫ﺷﺪﻩ ﻭ ﭼﻨﺪ ﻣﺘﻦ ﻧﻤﻮﻧﻪ ﻧﻴﺰ ﺍﻓﺰﻭﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﻮﺍﺩ ﮔﻮﻳﺸﻲ ﺩﺭ ﻓﺎﺻﻠﺔ ﻣﻴﺎﻥ ﺍﻭﺍﻳﻞ ﺳﺎﻝ ‪ 1390‬ﺗﺎ ﺍﻭﺍﻳﻞ ﺳﺎﻝ ‪ 1394‬ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ‬
‫ﻫﻔﺖﻟﻨﮓ ﺍﺯ ﺭﻭﺳﺘﺎﻱ »ﻛ‪‬ﻠﻴﻤ‪‬ﻠﻚ« )ﻣﻨﻄﻘﺔ ﻗﻠﻌﻪﺳﺮﺩ(‪ ،‬ﺑﺨﺶ ﺩﻫﺪﺯ ﺷﻬﺮﺳﺘﺎﻥ ﺍﻳﺬﻩ ﺩﺭ ﺍﺳﺘﺎﻥ ﺧﻮﺯﺳﺘﺎﻥ‪ ،‬ﻟـﺮﻱ‬
‫ﺩﺭﻩﺟﻮﺯﺍﻧﻲ ﺍﺯ ﺭﻭﺳﺘﺎﻱ »ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ« )ﻣﻨﻄﻘﺔ ﺩﺭﻩﺟﻮﺯﺍﻥ(‪ ،‬ﺩﻫﺴﺘﺎﻥ »ﺟﻮﺯﺍﻥ«‪ ،‬ﺑﺨﺶ ﻣﺮﻛﺰﻱ ﺷﻬﺮﺳﺘﺎﻥ ﻣﻼﻳﺮ‬
‫ﺩﺭ ﺍﺳﺘﺎﻥ ﻫﻤﺪﺍﻥ‪ ،‬ﻟﺮﻱ ﺳﮕﻮﻧﺪ ﺍﺯ ﺭﻭﺳﺘﺎﻱ »ﺑﺎﺩﻩ«‪ ،‬ﺑﺨﺶ »ﺯﺍﻏﺔ« ﺷﻬﺮﺳﺘﺎﻥ ﺧﺮﻡﺁﺑـﺎﺩ ﺩﺭ ﺍﺳـﺘﺎﻥ ﻟﺮﺳـﺘﺎﻥ‪،‬‬
‫ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ ﺍﺯ ﺭﻭﺳﺘﺎﻱ »ﮔﻮﺭﺍﺟﻮﺏ ﻣﺮﺍﺩﺑﻴﮓ« ‪ ،1‬ﺑﺨـﺶ »ﮔﻬـﻮﺍﺭﻩ«‪ ،‬ﺷﻬﺮﺳـﺘﺎﻥ ﺩﺍﻻﻫـﻮ ﺩﺭ ﺍﺳـﺘﺎﻥ‬
‫‪F0‬‬

‫ﻛﺮﻣﺎﻧﺸﺎﻩ‪ ،‬ﻟﻜﻲ ﺩ‪‬ﻟﻔﺎﻧﻲ ﺍﺯ ﺭﻭﺳﺘﺎﻱ »ﺳﺒﺰﻩﺧﺎﻧﻲ«‪ ،‬ﺩﻫﺴﺘﺎﻥ »ﻧﻮﺭﺁﺑﺎﺩ«‪ ،‬ﺑﺨﺶ ﻣﺮﻛـﺰﻱ ﺷﻬﺮﺳـﺘﺎﻥ ﺩﻟﻔـﺎﻥ ﺩﺭ‬
‫ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ‪ ،‬ﻛﺮﺩﻱ ﻛَﻠﻬ‪‬ﺮﻱ ﺍﺯ ﺷـﻬﺮ ﮔـﻴﻼﻥ ﻏـﺮﺏ ﺩﺭ ﺍﺳـﺘﺎﻥ ﻛﺮﻣﺎﻧﺸـﺎﻩ ﻭ ﻛـﺮﺩﻱ ﮔﻬـﻮﺍﺭﻩﺍﻱ ﺍﺯ ﺷـﻬﺮ‬
‫»ﮔﻬﻮﺍﺭﻩ« ﺍﺯ ﺷﻬﺮﺳﺘﺎﻥ ﺩﺍﻻﻫﻮ ﺩﺭ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﻮﻗﻌﻴﺖ ﮔﻮﻳﺸﻮﺭﺍﻥ ﻫﺮﻳﻚ ﺍﺯ ﺍﻳﻦ ﮔﻮﻳﺶﻫـﺎ‪ ،‬ﺑـﻪﺻـﻮﺭﺕ ﻛﻠـﻲ ﻭ ﺭﻭﻱ ﻳـﻚ ﻧﻘﺸـﻪ ﺩﺭ ﺁﻏـﺎﺯ ﻛﺘـﺎﺏ ﻭ‬
‫ﺑﻪﺻﻮﺭﺕ ﺟﺰﺋﻲ ﻭ ﺭﻭﻱ ﻧﻘﺸﻪﻫﺎﻱ ﺟﺪﺍﮔﺎﻧﻪ ﺩﺭ ﺑﺨﺶ »ﻣﻌﺮﻓﻲ ﻣﻨﺎﻃﻖ ﻭ ﻃﺎﻳﻔﻪﻫﺎﻱ ﻣـﻮﺭﺩ ﻣﻄﺎﻟﻌـﻪ« ﻧﺸـﺎﻥ‬
‫ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﺍﻱ ﻧﻘﺸﺔ ﻛﻠﻲ ﻭ ﻧﻘﺸﺔ ﻣﻨﺎﻃﻖ ﻛﻼﻥ‪ ،‬ﻳﻌﻨﻲ ﺷﻬﺮﺳﺘﺎﻥ ﮔﻴﻼﻥ ﻏـﺮﺏ ﻭ ﮔﻬـﻮﺍﺭﻩ‪ ،‬ﺍﺯ ﻧﻘﺸـﺔ‬
‫ﮔﻮﮔﻞ ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﺍﻱ ﭘﻨﺞ ﮔﻮﻳﺶ ﺩﻳﮕﺮ ﻛﻪ ﻫﺮﻳﻚ ﺗﻨﻬﺎ ﻳﻚ ﺭﻭﺳﺘﺎ ﻳﺎ ﻣﻨﻄﻘﺔﺍﻱ ﻛﻮﭼﻚ ﺭﺍ ﺷـﺎﻣﻞ‬
‫ﻣﻲﺷﻮﻧﺪ ﻭ ﻣﻮﻗﻌﻴﺖ ﺑﺮﺧﻲ ﺍﺯ ﺁﻥﻫﺎ ﺩﺭ ﻧﻘﺸﺔ ﮔﻮﮔﻞ ﺛﺒﺖ ﻧﺸﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﺯ ﻧﻘﺸﻪﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﻭﺑﮕﺎﻩ ﻣﺮﻛـﺰ ﺁﻣـﺎﺭ‬
‫ﺍﻳﺮﺍﻥ )ﺩﺭﮔﺎﻩ ﻣﻠﻲ ﺁﻣﺎﺭ ‪ (https://www.amar.org.ir/‬ﻣﻮﺟﻮﺩ ﺍﺳﺖ ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﻣﻨﻄﻘﺔ ﻣﻮﺭﺩ ﻧﻈﺮ‪،‬‬
‫ﺭﻭﻱ ﺍﻳﻦ ﻧﻘﺸﻪﻫﺎ ﻣﺸﺨﺺ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪ .1‬ﺩﺭ ﻭﺍﻗﻊ ﺍﺯ ﻣﺮﺩﻡ ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﻛﻪ ﭘﺲ ﺍﺯ ﻣﺘﺮﻭﻛﻪ ﺷﺪﻥ ﺭﻭﺳﺘﺎ ﺩﺭ ﺍﺳﻼﻡﺁﺑﺎﺩ ﻏﺮﺏ‪ ،‬ﻛﺮﻣﺎﻧﺸﺎﻩ‪ ،‬ﻛﺮﺝ‪ ،‬ﺳﺎﻭﻩ‪ ،‬ﮔﻬﻮﺍﺭﻩ ﻭ ‪ ...‬ﭘﺮﺍﻛﻨﺪﻩ‬
‫ﺷﺪﻩﺍﻧﺪ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪14‬‬

‫ﻧﻜﺎﺗﻲ ﺩﺭﺑﺎﺭﺓ ﺷﻴﻮﺓ ﻛﺎﺭ ﺩﺭ ﻫﺮ ﺑﺨﺶ‬

‫ﮔﻮﻳﺸﻮﺭﺍﻥ‬
‫ﺗﻼﺵ ﺷﺪﻩ ﺍﺳﺖ ﺑﻴﺸﺘﺮﻳﻦ ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﮔﻮﻳﺸﻮﺭﺍﻥ ﻣ‪‬ﺴﻦ‪ ،‬ﻣﺮﺩ‪ ،‬ﻛﻢﺳﻔﺮ‪ ،‬ﺑﻲﺳﻮﺍﺩ‪ ،‬ﺗﻚﺯﺑﺎﻧـﻪ ﻭ ﺣﺘﻤـﺎً‬
‫ﺑﻮﻣﻲ ﮔﺮﻓﺘﻪ ﺷﻮﺩ‪ ،‬ﺍﻣﺎ ﺩﺭ ﺍﻳﻦ ﺍﺻﻮﻝ ﻛﻠﻲ ﺍﺳﺘﺜﻨﺎﻫﺎﻳﻲ ﻧﻴﺰ ﺩﺭ ﺟﺮﻳﺎﻥ ﻛﺎﺭ ﺩﺭﻳﺎﻓﺘﻪ ﺷﺪﻩ ﺍﺳـﺖ ﻛـﻪ ﺑـﻪ‬
‫ﻫﻤﺎﻥ ﺻﻮﺭﺗﻲ ﻛﻪ ﺑﺪﺍﻥ ﻋﻤﻞ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺟﺪﺍﮔﺎﻧﻪ ﺩﺭ ﺯﻳﺮ ﻣﻲﺁﻳﻨﺪ ‪.2‬‬
‫‪P‬‬ ‫‪P1F‬‬

‫‪ -‬ﮔﻮﻳﺸﻮﺭ »ﻣﺴﻦ« ﺑﻪ ﺻﻮﺭﺕﻫﺎﻱ ﺯﺑﺎﻧﻲ )ﺍﺯ ﻫﺮ ﻧﻈﺮ( ﻛﻬﻦﺗﺮﻱ ﺳﺨﻦ ﻣـﻲﮔﻮﻳـﺪ‪ ،‬ﺍﻣـﺎ ﻫﻤـﻴﻦ‬
‫ﺍﻣﺘﻴﺎﺯ ﻣﺴﻦ ﺑﻮﺩﻥ ﻣﺴﺎﺋﻠﻲ ﺭﺍ ﻧﻴﺰ ﺑﻪﻫﻤﺮﺍﻩ ﺩﺍﺭﺩ؛ ﻣﺎﻧﻨﺪ ﺑﻲﺣﻮﺻـﻠﮕﻲ‪ ،‬ﻓﺮﺍﻣـﻮﺵﻛـﺎﺭﻱ‪ ،‬ﻛـﻢﺷـﻨﻮﺍﻳﻲ‪،‬‬
‫ﺩﺭﻧﻴﺎﻓﺘﻦ ﻣﻨﻈﻮﺭ ﭘﮋﻭﻫﺸﮕﺮ‪ ،‬ﺍﻫﻤﻴﺖ ﻧﺪﺍﺩﻥ ﺑﻪ ﭘﺮﺳﺶ ﭘﮋﻭﻫﺸﮕﺮ ﻭ ‪ ...‬ﻣﺜﻼً ﺍﮔﺮ ﻣﻲﺧﻮﺍﻫﻴﺪ ﺑﺪﺍﻧﻴـﺪ ﺩﺭ‬
‫ﺯﺑﺎﻥ‪/‬ﮔﻮﻳﺶ ﻣﻮﺭﺩ ﭘﮋﻭﻫﺶ ﺑﻪ »ﺩﺍﻣﺎﺩ« ﻳﺎ »ﭼﺸﻤﻪ« ﻳﺎ »ﺧﺮﻣﻦﻛﻮﺏ« ﻳﺎ ﻭﺍژﻩﻫﺎﻳﻲ ﺍﻧﺘﺰﺍﻋﻲﺗﺮ ﻣﺎﻧﻨـﺪ‬
‫»ﺩﺭﺩ« ﻳﺎ »ﻋﻤﻴﻖ« ﻳﺎ »ﺗﺮﺱ« ﭼﻪ ﻣﻲﮔﻮﻳﻨﺪ‪ ،‬ﮔﻮﻳﺸﻮﺭ ﻣﺴﻦ ﻣﻲﺗﻮﺍﻧﺪ ﭘﺎﺳﺦﻫـﺎﻳﻲ ﻛـﺎﻣﻼً ﺑـﻲﺭﺑـﻂ‬
‫ﺑﺪﻫﺪ‪ .‬ﺍﻭ ﻣﻲﺗﻮﺍﻧﺪ ﺑﻪﻃﺮﺯﻱ ﺷﮕﻔﺖ‪ ،‬ﺑﻲ ﺁﻧﻜﻪ ﭘﺎﺳﺨﻲ ﻣﺮﺗﺒﻂ ﺩﻫﺪ‪ ،‬ﭘﺮﺳﺶ ﺷﻤﺎ ﺭﺍ ﺑﺎﺑﻲ ﻗﺮﺍﺭ ﺩﻫﺪ ﺗـﺎ‬
‫ﺧﺎﻃﺮﻩﺍﻱ ﺭﺍ ﻛﻪ ﺧﻮﺩﺵ ﺩﻭﺳﺖ ﺩﺍﺭﺩ‪ ،‬ﺗﻌﺮﻳﻒ ﻛﻨﺪ‪ .‬ﻟﺬﺍ ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﻣﻮﺍﺭﺩ‪ ،‬ﺑـﺮﺍﻱ ﺑﻬـﺮﻩﻣﻨـﺪ ﺷـﺪﻥ ﺍﺯ‬
‫ﺁﮔﺎﻫﻲﻫﺎﻱ ﮔﻮﻳﺸﻮﺭ ﻣﺴﻦ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺑﮕﺬﺍﺭﻳﺪ ﻫﺮﭼﻪ ﻣﻲﺧﻮﺍﻫﺪ ﺑﮕﻮﻳﺪ ﻭ ﺁﻧﭽﻪ ﺑـﺮﺍﻱ ﺷـﻤﺎ ﺍﻫﻤﻴـﺖ‬
‫ﺩﺍﺭﺩ )ﻣﺎﻧﻨﺪ ﻭﺍژﻩ‪ ،‬ﺗﻠﻔﻆ ﻳﺎ ﺻﻮﺭﺕ ﺁﻭﺍﻳﻲﺍﻱ ﻛﻪ ﺟﻮﺍﻥﺗﺮﻫﺎ ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻩﺍﻧﺪ ﻳﺎ ﺟﻤﻠﻪﺍﻱ ﻛﻪ ﺳـﺎﺧﺘﺎﺭﻱ‬
‫ﻭﻳﮋﻩ ﻭ ﺩﺭﺣﺎﻝ ﺗﻐﻴﻴﺮ ﻳﺎ ﻓﺮﺍﻣﻮﺷﻲ ﺭﺍ ﺩﺭ ﺧﻮﺩ ﺩﺍﺭﺩ( ﺍﮔﺮ ﻣﺠﺎﺯﻳﺪ ﺿﺒﻂ ﻛﻨﻴﺪ ﻭﮔﺮﻧﻪ‪ ،‬ﺩﺯﺩﺍﻧﻪ ﺑﻨﻮﻳﺴﻴﺪ ﻳـﺎ‬
‫ﺑﻪ ﺫﻫﻦ ﺑﺴﭙﺎﺭﻳﺪ‪.‬‬
‫‪» -‬ﻣﺮﺩ«ﺍﻥ‪ ،‬ﺍﺣﺘﻤﺎﻻً ﺑﻪﻭﺍﺳـﻄﺔ ﺗﺠﺮﺑـﻪﻫـﺎﻱ ﺍﺟﺘﻤـﺎﻋﻲ ﮔﺴـﺘﺮﺩﻩﺗـﺮ‪ ،‬ﻣﻌﻤـﻮﻻً ﺩﺍﻳـﺮﺓ ﻭﺍژﮔـﺎﻧﻲ‬
‫ﭘﺮﺷﻤﺎﺭﺗﺮﻱ ﺩﺍﺭﻧﺪ ﻭ ﺍﺭﺗﺒﺎﻁ ﮔﺮﻓﺘﻦ ﺑﺎ ﺁﻥﻫﺎ ﺳﺎﺩﻩﺗـﺮ ﺍﺳـﺖ‪ .‬ﺍﻣـﺎ ﻣـﺮﺩ ﺑـﻮﺩﻥ ﮔﻮﻳﺸـﻮﺭ ﻣـﻲﺗﻮﺍﻧـﺪ ﺑـﺎ‬
‫»ﻛﻢﺳﻔﺮ« ﺑﻮﺩﻥ ﺍﻭ ﺩﺭ ﺗﻀﺎﺩ ﺑﺎﺷﺪ‪ .‬ﭼﻨﺪﺍﻥ ﺳﺎﺩﻩ ﻧﻴﺴﺖ ﻛـﻪ ﮔﻮﻳﺸـﻮﺭﺍﻥ ﻣـﺮﺩﻱ ﻓـﺮﺍﻫﻢ ﺁﻭﺭﻳـﺪ ﻛـﻪ‬
‫ﻛﺎﺳﺘﻲﻫﺎﻱ ﻣﺴﻦ ﺑﻮﺩﻥ )ﻧﻚ‪ :‬ﺑﺎﻻ( ﺭﺍ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺍﻣﺎ ﺩﺭ ﺁﻣﺪﻭﺷﺪ ﺑﺎ ﺧﺎﺭﺝ ﺍﺯ ﻣﺤﻴﻂ ﺯﺑﺎﻧﻲ ﺧﻮﺩ ﻫﻢ‬
‫ﻧﺒﺎﺷﺪ‪ .‬ﺍﻳﺸﺎﻥ ﻣﻌﻤﻮﻻً ﭘﺮﻣﺸﻐﻠﻪﺍﻧﺪ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﭘﮋﻭﻫﺶ ﺯﺑﺎﻧﻲ ﺷﻤﺎ ﺭﺍ »ﻛﺎﺭ ﺑـﻲﻣﻌﻨـﻲ ﻛﻠﻤـﻪ ﺟﻤـﻊ‬
‫ﻛﺮﺩﻥ« ﺑﺨﻮﺍﻧﻨﺪ ﻭ ﺟﺪﻱﺍﺵ ﻧﮕﻴﺮﻧﺪ ﻳﺎ ﺑﺮﻋﻜﺲ‪ ،‬ﺑﻪ ﻛﺎﺭ ﺷﻤﺎ ﻋﻼﻗﻪﻣﻨﺪ ﺷﻮﻧﺪ ﻭ ﺩﺳـﺖ ﺑـﻪ ﺗﺠﺰﻳـﻪ ﻭ‬
‫ﺗﺤﻠﻴﻞ ﺑﺰﻧﻨﺪ؛ ﻳﻌﻨﻲ ﻳﺎ ﭘﻴﺶ ﺍﺯ ﺑﻪ ﺯﺑﺎﻥ ﺁﻭﺭﺩﻥ‪ ،‬ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﺍﺯ ﺻﺎﻓﻲ ﺗﺤﻠﻴﻞ ﺧﻮﺩ ﺑﮕﺬﺭﺍﻧﻨﺪ ﻳـﺎ ﻣﺼ‪‬ـﺮ‬
‫ﺑﺎﺷﻨﺪ ﻛﻪ ﺩﺭ ﺗﺤﻠﻴﻞﻫﺎﻱ ﺯﺑﺎﻧﻲ ﻛﻤﻚ ﻛﻨﻨﺪ‪ .‬ﺍﻣﺎ ﺯﻥﻫﺎ ﻣﻌﻤﻮﻻً »ﻛﻢﺳﻔﺮ«ﺗﺮﻧـﺪ‪ ،‬ﺯﻣـﺎﻥ ﺁﺯﺍﺩ ﺑﻴﺸـﺘﺮﻱ‬

‫‪ .2‬ﭘﮋﻭﻫﺶﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ »ﺳﺎﻣﺎﺭﻳﻦ‪ ،‬ﻭ‪) 1387 .‬ﭼﺎپ ﺩﻭﻡ(‪ ،‬ﺯﺑﺎﻥﺷﻨﺎﺳﻲ ﻋﻤﻠﻲ )ﺭﺍﻫﻨﻤﺎﻱ ﺑﺮﺭﺳﻲ ﮔﻮﻳﺶﻫﺎ(‪ ،‬ﺗﺮﺟﻤﺔ‬
‫ﻟﻄﻴﻒ ﻋﻄﺎﺭﻱ‪ ،‬ﺗﻬﺮﺍﻥ‪ ،‬ﻣﺮﻛﺰ ﻧﺸﺮ ﺩﺍﻧﺸﮕﺎﻫﻲ« ﻣﻲﺗﻮﺍﻧﺪ ﺍﻃﻼﻋﺎﺕ ﻭ ﭘﻴﺶﻓﺮﺽﻫﺎﻱ ﻋﻠﻤﻲ ﺧﻮﺑﻲ ﺑﺮﺍﻱ ﻛﺎﺭ ﻣﻴﺪﺍﻧﻲ ﺑﺮ‬
‫ﻳﻚ ﮔﻮﻳﺶ‪/‬ﺯﺑﺎﻥ ﺑﻪ ﭘﮋﻭﻫﺸﮕﺮ ﺑﺪﻫﺪ‪ ،‬ﺍﻣﺎ ﻫﺮ ﺟﺎﻣﻌﻪ ﻭ ﻫﺮ ﺯﺑﺎﻧﻲ ﻭﻳﮋﮔﻲﻫﺎ ﻭ ﺷﺮﺍﻳﻄﻲ ﺩﺍﺭﺩ ﻛﻪ ﮔﻮﻧﻪﺍﻱ ﺭﻭﺵ ﭘﮋﻭﻫﺶ‬
‫ﻭ ﮔﺮﺩﺁﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭﻳﮋﺓ ﻫﻤﺎﻥ ﻓﺮﻫﻨﮓ ﻭ ﺯﺑﺎﻥ ﺭﺍ ﺍﻳﺠﺎﺏ ﻣﻲﻛﻨﺪ‪ .‬ﺍﻳﻦ ﺷﻴﻮﻩ ﻣﻲﺗﻮﺍﻧﺪ ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﻛﻠﻴﺎﺕ ﻫﻤﺴﻮ ﺑﺎ‬
‫ﭘﮋﻭﻫﺶﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ ﻧﻤﻮﻧﺔ ﺑﺎﻻ ﻭ ﺩﺭ ﺑﺮﺧﻲ ﺟﺰﺋﻴﺎﺕ ﻣﺴﺘﻘﻞ ﺍﺯ ﺁﻥﻫﺎ ﺑﺎﺷﺪ‪.‬‬
‫‪15‬‬ ‫ﻧﻜﺎﺗﻲ ﺩﺭﺑﺎﺭﺓ ﺷﻴﻮﺓ ﻛﺎﺭ ﺩﺭ ﻫﺮ ﺑﺨﺶ‬

‫ﺩﺍﺭﻧﺪ‪ ،‬ﭘﺮﺣﻮﺻﻠﻪﺗﺮﻧﺪ ﻭ ‪-‬ﺩﺳﺖﻛﻢ ﺁﻥﻃﻮﺭ ﻛﻪ ﻧﮕﺎﺭﻧﺪﻩ ﺗﺠﺮﺑﻪ ﻛﺮﺩﻩ ﺍﺳﺖ‪ -‬ﺧﻮﺵﺣﺎﻓﻈﻪﺗﺮﻧﺪ‪ .‬ﺍﻳﺸـﺎﻥ‬
‫ﮔﺎﻩ ﺧﺎﻃﺮﺍﺕ ﻇﺮﻳﻔﻲ ﺍﺯ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻲ ﺑﻪ ﻳﺎﺩ ﺩﺍﺭﻧـﺪ ﻛـﻪ ﻣـﻲﺗﻮﺍﻧـﺪ ﻭﺍژﻩﺍﻱ ﻓﺮﺍﻣـﻮﺵﺷـﺪﻩ ﺍﺯ ﺯﺑـﺎﻥ‬
‫ﻣﺎﺩﺭ‪/‬ﭘﺪﺭﺑﺰﺭگ ﺭﺍ ﻋﻴﻨﺎً ﺑﺎﺯﮔﻮ ﻛﻨﺪ‪ .‬ﻣﻌﻤﻮﻻً ﺗﺮﺍﻧﻪﻫﺎ ﻭ ﻗﺼﻪﻫﺎﻱ ﺑﻴﺸﺘﺮﻱ ﻣﻲﺩﺍﻧﻨﺪ‪ ،‬ﺗﺮﺍﻧﻪﻫﺎ ﻭ ﻗﺼﻪﻫﺎﻳﻲ‬
‫ﻛﻪ ﮔﺎﻩ ﺳﺎﺧﺘﺎﺭ ﻳﺎ ﻭﺍژﻩﺍﻱ ﻛﻬﻦ ﺭﺍ‪ ،‬ﺑﻪﻭﻳﮋﻩ ﺩﺭ ﺟﻤﻠﻪﻫﺎ ﻭ ﺑﻴﺖﻫﺎﻱ ﺗﺮﺟﻴﻊ‪ ،‬ﺑﻲﮔﺰﻧﺪ ﺣﻔﻆ ﻛﺮﺩﻩ ﺍﺳـﺖ‪.‬‬
‫ﻭﺍژﻩﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﻛﺎﺭﻫﺎﻱ ﺧﺎﻧﻪ )ﺍﺯ ﻓﺮﺍﻭﺭﺩﻩﻫﺎﻱ ﺷﻴﺮ ﮔﺮﻓﺘﻪ ﺗﺎ ﺍﺑﺰﺍﺭﻫﺎﻱ ﭘﺨـﺖﻭﭘـﺰ ﻭ ‪ (...‬ﺭﺍ ﺑﻬﺘـﺮ‬
‫ﻣﻲﺩﺍﻧﻨﺪ‪ .‬ﻣﻌﻤﻮﻻً ﻧﻪ ﻛﺎﺭ ﺷﻤﺎ ﺭﺍ »ﺑﻴﻬﻮﺩﻩ« ﻣﻲﺍﻧﮕﺎﺭﻧﺪ ﻧﻪ ﺳﻮﺩﺍﻱ ﺗﺤﻠﻴﻞ )ﭼﻪ ﭘﻴﺶ ﺍﺯ ﺑﻪ ﺯﺑﺎﻥ ﺁﻭﺭﺩﻥ‬
‫ﭼﻪ ﭘﺲ ﺍﺯ ﺁﻥ( ﺑﻪ ﺳﺮﺷﺎﻥ ﻣﻲﺯﻧﺪ‪.‬‬
‫‪ -‬ﺑﻪﻃﻮﺭﻛﻠﻲ »ﻛﻢﺳﻔﺮ« ﺑﻮﺩﻥ ﮔﻮﻳﺸﻮﺭ ﻋﻨﺼﺮ ﻣﻬﻤﻲ ﺍﺳﺖ ﻛﻪ ﻣﻲﺗﻮﺍﻧﺪ ﻋﺎﻣﻞ ﺣﻔﻆ ﺻﻮﺭﺕﻫﺎﻱ‬
‫ﻛﻬﻦﺗﺮ ﺯﺑﺎﻧﻲ ﺑﺎﺷﺪ‪ ،‬ﺍﻣﺎ ﺍﻣﺮﻭﺯ ﺩﺭ ﻫﺮ ﺧﺎﻧﻪﺍﻱ‪ ،‬ﺣﺘﻲ ﺩﺭ ﺩﻭﺭﺍﻓﺘﺎﺩﻩﺗﺮﻳﻦ ﺭﻭﺳﺘﺎﻫﺎ ﻭ ﺣﺘـﻲ ﻣﻴـﺎﻥ ﻣـﺮﺩﻡ‬
‫ﻛﻮﭼﺮﻭ‪ ،‬ﺗﻠﻮﻳﺰﻳﻮﻥ )ﺷﺒﻜﻪﻫﺎﻱ ﺩﺍﺧﻠﻲ ﻭ ﺣﺘﻲ ﺧﺎﺭﺟﻲ( ﭘﺮﮔﻮﺗﺮﻳﻦ ﻋﻀﻮ ﺧﺎﻧﻮﺍﺩﻩ ﺍﺳﺖ‪ .‬ﭘﺲ ﻛـﻢﺳـﻔﺮ‬
‫ﺑﻮﺩﻥ ﮔﻮﻳﺸﻮﺭ‪ ،‬ﺑﻪﺗﻨﻬﺎﻳﻲ‪ ،‬ﺍﻧﺘﻈﺎﺭ ﺷﻤﺎ ﺭﺍ ﺑﺮﺍﻱ ﺩﺳﺖ ﻳﺎﻓﺘﻦ ﺑﻪ ﺻﻮﺭﺕﻫﺎﻱ ﻛﻬﻦﺗﺮ ﺗﻀﻤﻴﻦ ﻧﻤﻲﻛﻨـﺪ‪،‬‬
‫ﺍﻭ ﺳﺎﻝﻫﺎﺳﺖ ﻫﻢﺧﺎﻧﻪﺍﻱ ﭘﺮﺣﺮﻑ ﺩﺍﺭﺩ ﻛﻪ ﺑﻪ ﺯﺑﺎﻧﻲ ﺩﻳﮕﺮ ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ‪.‬‬
‫‪» -‬ﺑﻲﺳﻮﺍﺩ« ﻭ »ﺗﻚﺯﺑﺎﻧﻪ« ﺑﻮﺩﻥ ﮔﻮﻳﺸﻮﺭ‪ ،‬ﺍﮔﺮ ﺑﺎ »ﻛﻢﺳﻔﺮ« ﻭ ﻧﻴﺰ »ﻣﺴﻦ« ﺑـﻮﺩﻥ ﻭﻱ ﻫﻤـﺮﺍﻩ‬
‫ﺑﺎﺷﺪ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﻣﻨﺒﻊ ﺧﻮﺑﻲ ﺑﺮﺍﻱ ﻳﺎﻓﺘﻦ ﺻﻮﺭﺕﻫﺎﻱ ﻛﻬﻦﺗﺮ ﺯﺑﺎﻧﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻣـﺎ ﺍﮔـﺮ ﺑﺨﻮﺍﻫﻴـﺪ ﺍﺯ ﺯﺑـﺎﻥ‬
‫ﺩﻭﻣﻲ )ﻣﺜﻼً ﻓﺎﺭﺳﻲ( ﺑﻪ ﺯﺑﺎﻥ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ ﺭﺍﻩ ﭘﻴﺪﺍ ﻛﻨﻴـﺪ‪ ،‬ﻣـﺜﻼً ﺑـﺮﺍﻱ ﺩﺍﻧﺴـﺘﻦ ﺻـﺮﻑ ﻳـﻚ ﻓﻌـﻞ‬
‫)ﺑﻪﻭﻳﮋﻩ ﺯﻣﺎﻥﻫﺎﻳﻲ ﻏﻴﺮﺍﺯ ﻣﻀﺎﺭﻉ ﻭ ﻣﺎﺿﻲ ﺳﺎﺩﻩ ﻭ ﻭﺟﻪﻫﺎﻳﻲ ﺟـﺰ ﺍﺧﺒـﺎﺭﻱ ﻭ ﺍﻣـﺮ( ﻳـﺎ ﺑﺮﺍﺑـﺮ ﻭﺍژﻩﺍﻱ‬
‫ﻧﻪﭼﻨﺪﺍﻥ ﻋﻴﻨﻲ‪ ،‬ﭼﻨﻴﻦ ﮔﻮﻳﺸﻮﺭﻱ ﻣﻌﻤﻮﻻً ﻛﺎﺭﺁﻣﺪ ﻧﻴﺴﺖ‪.‬‬
‫‪» -‬ﺑﻮﻣﻲ« ﺑﻮﺩﻥ ﮔﻮﻳﺸﻮﺭ ﺑﻲﮔﻤﺎﻥ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪ ،‬ﻣﮕﺮ ﺁﻧﻜﻪ ﮔﻮﻳﺸـﻮﺭﻱ ﺑـﻮﻣﻲ ﺍﺯ ﺯﺑـﺎﻥ ﻣـﻮﺭﺩ‬
‫ﻣﻄﺎﻟﻌﻪ ﺑﺎﻗﻲ ﻧﻤﺎﻧﺪﻩ ﺑﺎﺷﺪ‪ .‬ﻟﺬﺍ ﺩﺭ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺗﻨﻬﺎ ﺍﺯ ﮔﻮﻳﺸﻮﺭ ﺑﻮﻣﻲ ﺑﻬﺮﻩ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪ -‬ﺳﻦ ﮔﻮﻳﺸﻮﺭﺍﻥ ﻣﻄﺎﺑﻖ ﺯﻣﺎﻧﻲ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺁﻥﻫـﺎ ﺍﻃﻼﻋـﺎﺕ ﺯﺑـﺎﻧﻲ ﮔﺮﻓﺘـﻪ ﺷـﺪﻩ‬
‫ﺍﺳﺖ‪ .‬ﺍﮔﺮ ﺍﺯ ﮔﻮﻳﺸﻮﺭﻱ ﻃﻲ ﺑﻴﺶ ﺍﺯ ﻳﻚ ﺳﺎﻝ ﭘﺮﺳﺶ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺳﻦ ﺍﻭ ﻣﻄﺎﺑﻖ ﺯﻣﺎﻧﻲ ﺍﺳـﺖ ﻛـﻪ‬
‫ﻧﺨﺴﺘﻴﻦ ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﺍﻭ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺭﺍﻫﻜﺎﺭﻫﺎﻱ ﺗﺠﺮﺑﻲ‬
‫ﺁﻧﭽﻪ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﻧﮕﺎﺭﻧﺪﻩ ﺭﺍ ﺑﺮ ﺁﻥ ﺩﺍﺷﺖ ﺗﺎ ﺩﺭ ﮔﺮﺩﺁﻭﺭﻱ ﻭﺍژﻩﻫﺎ ﻭ ﺟﻤﻠﻪﻫﺎ‪ ،‬ﺩﺭ ﻋﻴﻦ ﺩﺭ ﻧﻈـﺮ ﺩﺍﺷـﺘﻦ‬
‫ﺍﺻﻮﻝ ﻛﻠﻲ ﻣﺬﻛﻮﺭ )ﺍﻭﻟﻮﻳﺖ ﮔﻮﻳﺸﻮﺭ ﻣ‪‬ﺴﻦ‪ ،‬ﻣﺮﺩ‪ ،‬ﻛﻢﺳﻔﺮ‪ ،‬ﺑﻲﺳﻮﺍﺩ‪ ،‬ﺗﻚﺯﺑﺎﻧﻪ ﻭ ﺑﻮﻣﻲ(‪ ،‬ﺗﺎ ﺟـﺎﻳﻲ ﻛـﻪ‬
‫ﻣﻤﻜﻦ ﺑﻮﺩ‪ ،‬ﺗﺮﻓﻨﺪﻫﺎﻳﻲ ﺭﺍ ﺑﻪﻛﺎﺭ ﮔﻴﺮﺩ ﻛﻪ ﻛﺎﺳﺘﻲﻫﺎﻱ ﻭ ﺍﻓﺰﻭﻧﻲﻫﺎﻱ ﻳﻚ ﻃﻴﻒ ﮔﻮﻳﺸﻮﺭ )ﻣﺜﻼً ﻣﺴ‪‬ﻦ‬
‫ﻭ ﺑﻲﺳﻮﺍﺩ(‪ ،‬ﺑﺎ ﺍﻓﺰﻭﻧﻲﻫﺎ ﻭ ﻛﺎﺳﺘﻲﻫﺎﻱ ﺩﺳﺘﺔ ﺩﻳﮕﺮ )ﻣﺜﻼً ﺟﻮﺍﻥ ﻭ ﺑﺎﺳﻮﺍﺩ( ﺟﺒﺮﺍﻥ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺗﺮﻓﻨـﺪﻫﺎ‪،‬‬
‫ﺑﻪ ﻫﻤﺎﻥ ﺻﻮﺭﺗﻲ ﻛﻪ ﺑﺪﺍﻥ ﻋﻤﻞ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺟﺪﺍﮔﺎﻧﻪ ﺩﺭ ﺯﻳﺮ ﻣﻲﺁﻳﺪ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪16‬‬

‫‪ -‬ﻣﻌﻤﻮﻻً ﺩﺭ ﻫﺮ ﺭﻭﺳﺘﺎﻳﻲ‪ ،‬ﻣﻴﺪﺍﻥﮔﻮﻧﻪﺍﻱ‪ ،‬ﮔﺬﺭ ﺍﺻﻠﻲﺍﻱ‪ ،‬ﺳﺎﻳﻪﺳﺎﺭ ﻭ ﭼﻤﻨﻲ‪ ،‬ﺟـﺎﻳﻲ ﻫﺴـﺖ ﻛـﻪ‬
‫ﻋﺼﺮﻫﺎﻱ ﺁﻓﺘﺎﺑﻲ‪ ،‬ﻣﺮﺩﺍﻧﻲ ﻛﻪ ﻣﺸﻐﻠﻪﺍﻱ ﻧﺪﺍﺭﻧﺪ‪ ،‬ﺑﻪﺭﺩﻳﻒ ﻳﺎ ﮔﺮﺩ ﺩﺭ ﮔﺮﻭﻩﻫﺎﻱ ﭼﻨﺪ ﻧﻔﺮﻱ ﻣﻲﻧﺸﻴﻨﻨﺪ ﻭ‬
‫ﮔﭗ ﻣﻲﺯﻧﻨﺪ ‪ .3‬ﺍﻳﻦﻫﺎ ﻣﻌﻤﻮﻻً ﭘﻴﺮﻣﺮﺩﻫﺎﻱ ﺭﻭﺳﺘﺎﺍﻧﺪ‪ ،‬ﺍﻣﺎ ﻫﻤﻴﺸﻪ ﺗﻌﺪﺍﺩﻱ ﻣﻴﺎﻥﺳﺎﻝ ﻭ ﮔﺎﻩ ﭼﻨـﺪ ﺟـﻮﺍﻥ‬ ‫‪P‬‬ ‫‪P2F‬‬

‫ﻫﻢ ﻣﻴﺎﻥ ﺍﻳﺸﺎﻥ ﻫﺴﺖ‪ .‬ﭼﻨﻴﻦ ﺟﻤﻌﻲ ﺑﺮﺍﻱ ﮔﺮﺩﺁﻭﺭﻱ ﺩﺍﺩﻩﻫﺎﻱ ﮔﻮﻳﺸﻲ ﺑﺴﻴﺎﺭ ﭘﺮﺑﺎﺯﺩﻩ ﺍﺳـﺖ‪ .‬ﺗﻌـﺪﺍﺩ‪،‬‬
‫ﻃﻴﻒﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭ ﻓﺮﺍﻏﺖ ﺍﻳﺸﺎﻥ ﺷﺮﺍﻳﻂ ﺑﺴﻴﺎﺭ ﻣﻨﺎﺳﺒﻲ ﻓﺮﺍﻫﻢ ﻣـﻲﻛﻨـﺪ‪ .‬ﺩﺍﻭﻃﻠﺒﺎﻧـﻪ ﻭ ﭘﺮﺣﻮﺻـﻠﻪ‬
‫ﻣﺸﺎﺭﻛﺖ ﻣﻲﻛﻨﻨﺪ ﻭ ﺣﺘﻲ ﮔﺎﻩ ﺭﻗﺎﺑﺖ ﺳﻮﺩﻣﻨﺪﻱ ﻣﻴﺎﻥ ﺍﻳﺸﺎﻥ ﺩﺭﻣﻲﮔﻴﺮﺩ‪ ،‬ﮔﺎﻩ ﻧﻈـﺮ ﻳﻜـﺪﻳﮕﺮ ﺭﺍ ﻧﻘـﺪ‬
‫ﻣﻲﻛﻨﻨﺪ ‪ 4‬ﻭ ﮔﺎﻩ ﻛﺴﻲ ﺑﻪﻭﺍﺳﻄﺔ ﺗﺠﺮﺑﻪ ﻳﺎ ﭘﻴﺸﻪﺍﺵ ﺩﺳﺘﻪﺍﻱ ﺍﺯ ﻭﺍژﮔﺎﻥ ﺭﺍ ﺑﻬﺘـﺮ ﻣـﻲﺩﺍﻧـﺪ ‪ .5‬ﺩﺭ ﺍﻳـﻦ‬
‫‪P‬‬ ‫‪P4F‬‬ ‫‪P‬‬ ‫‪P3F‬‬

‫ﻓﺮﺻﺖ ﻣﻲﺗﻮﺍﻧﻴﺪ ﺑﺮﺁﻭﺭﺩ ﻛﻠﻲﺍﻱ ﺍﺯ ﮔﻮﻳﺸـﻮﺭﺍﻥ ﻣﻨﻄﻘـﻪ ﺑـﻪﺩﺳـﺖ ﺁﻭﺭﺩﻩ ﻭ ﭼﻨـﺪ ﮔﻮﻳﺸـﻮﺭ ﺑـﺎﻫﻮﺵ‪،‬‬
‫ﭘﺮﺣﻮﺻﻠﻪ‪ ،‬ﻛﻢﻣﺸﻐﻠﻪ ﻭ ﺍﺻﻴﻞﮔﻮ ﺭﺍ ﻧﺸﺎﻥ ﻛﻨﻴﺪ ﺗﺎ ﺑﺘﻮﺍﻧﻴﺪ ﺑﺮﺧﻲ ﻭﺍژﻩﻫـﺎ ﻭ ﺳـﺎﺧﺘﺎﺭﻫﺎ ﻭ ﺣـﺪﺱﻫـﺎ ﻭ‬
‫ﺗﺮﺩﻳﺪﻫﺎﻱ ﺧﻮﺩ ﺭﺍ‪ ،‬ﺑﻪﻭﻳﮋﻩ ﺑﺮﺍﻱ ﻧﻮﺷﺘﻦ ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ‪ ،‬ﺑﺎ ﺍﻳﺸﺎﻥ ﺑﻴﺎﺯﻣﺎﻳﻴﺪ‪.‬‬
‫‪ -‬ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﮔﻮﻳﺸﻮﺭﺍﻧﻲ ﻛﻪ ﭘﻴﺸﺔ ﻣﻌﻠﻤﻲ‪ ،‬ﻛﺎﺭﻣﻨﺪﻱ‪ ،‬ﺷﺎﻋﺮﻱ ﻭ ‪ ...‬ﺩﺍﺭﻧﺪ ﻭ ﺑـﻪ ﻫﺮﺻـﻮﺭﺗﻲ ﻧـﺰﺩ‬
‫ﺧﻮﺩ ﻭ ﺑﻮﻣﻴﺎﻥ »ﺑﺎﺳﻮﺍﺩ« ﺩﺍﻧﺴﺘﻪ ﻣﻲﺷﻮﻧﺪ ﻭ ﮔﺎﻫﻲ ﻣﺼ‪‬ﺮﺍﻧﻪ ﺷﻤﺎ ﺭﺍ ﺑﻪ ﺍﻳﺸﺎﻥ ﺍﺭﺟﺎﻉ ﻣﻲﺩﻫﻨﺪ‪ ،‬ﻣﻌﻤﻮﻻً‬
‫ﮔﻤﺮﺍﻩﻛﻨﻨﺪﻩ‪ ،‬ﭘﺮﻳﺸﺎﻥﻛﻨﻨﺪﻩ ﻭ ﻫﺪﺭﺩﻫﻨﺪﺓ ﺯﻣﺎﻥ ﻭ ﻧﻴﺮﻭﺍﻧﺪ‪ ،‬ﭼـﺮﺍ ﻛـﻪ ﻣﻌﻤـﻮﻻً ﻫﻤـﻪ ﭼﻴـﺰ ﺭﺍ ﺍﺯ ﺻـﺎﻓﻲ‬
‫ﺗﺤﻠﻴﻞ ﺧﻮﺩ ﻣﻲﮔﺬﺭﺍﻧﻨﺪ ﻭ ﺑﻌﺪ ﺑﻪ ﺷﻤﺎ ﻣﻲﮔﻮﻳﻨﺪ‪ .‬ﮔﺎﻫﻲ ﺍﻳﻦ ﺗﺤﻠﻴﻞ ﺭﺍ ﺑﻪ ﺯﺑﺎﻥ ﻫﻢ ﻣﻲﺁﻭﺭﻧـﺪ ﻭ ﺣﺘـﻲ‬
‫ﮔﺎﻫﻲ )ﻣﺜﻼً ﺩﺭ ﭘﺬﻳﺮﻓﺘﻦ ﻧﻈﺮ ﮔﻮﻳﺸﻮﺭﺍﻥ ﺩﻳﮕﺮ( ﺑﺎ ﺷﻤﺎ ﻣﺨﺎﻟﻔﺖ ﻭ ﺑﺤﺚ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺍﺯ ﺍﻳـﻦ‬
‫ﮔﺮﻭﻩ ﭘﺮﻫﻴﺰ ﺷﻮﺩ ﻭ ﺑﻲﭘﺮﺩﻩ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺷﻮﺩ ﻛﻪ ﮔﻮﻳﺸﻮﺭ ﻣﻲﺑﺎﻳﺪ ﻓﺮﺩﻱ ﻣﻌﻤﻮﻟﻲ ﻭ ﺣﺘـﻲ ﺑـﻲﺳـﻮﺍﺩ‬
‫ﺑﺎﺷﺪ ‪ .6‬ﺩﺭ ﺍﻳﻦ ﮔﺮﻭﻩ‪ ،‬ﺣﺘﻤﺎً ﺍﻓﺮﺍﺩ ﻫﻮﺷﻤﻨﺪﻱ ﻫﻢ ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﺭ ﺟﺎﻳﮕـﺎﻩ ﮔﻮﻳﺸـﻮﺭ ﺑـﺎﻗﻲ ﻣـﻲﻣﺎﻧﻨـﺪ ﻭ‬ ‫‪P‬‬ ‫‪P5F‬‬

‫‪ .3‬ﺩﺍﺩﻩﻫﺎﻱ ﮔﻮﻳﺸﻲ ﻛﻪ ﻧﮕﺎﺭﻧﺪﻩ ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ ﺩﺭ ﺭﻭﺳﺘﺎﻱ ﺑﺎﺩﻩ ﻭ ﺷﻬﺮ ﮔﻬﻮﺍﺭﻩ‪ ،‬ﺑﻪﺗﺮﺗﻴﺐ ﺑﺮﺍﻱ ﻟﺮﻱ ﺳﮕﻮﻧﺪ ﻭ ﻛﺮﺩﻱ‬
‫ﮔﻬﻮﺍﺭﻩﺍﻱ‪ ،‬ﮔﺮﺩﺁﻭﺭﺩ‪ ،‬ﺑﺴﻴﺎﺭ ﺧﺮﺳﻨﺪﻛﻨﻨﺪﻩﺗﺮ ﺍﺯ ﺁﻥﻫﺎﻳﻲ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺷﺮﺍﻳﻂ ﺩﻳﮕﺮ ﮔﺮﺩﺁﻭﺭﺩ‪.‬‬
‫‪ .4‬ﺑﺮﺧﻲ ﻭﺍژﻩﻫﺎ‪ ،‬ﺑﻪﻭﻳﮋﻩ ﻭﺍژﻩﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻣﻮﺭ ﻋﻴﻨﻲ‪ ،‬ﻣﻨﺎﻗﺸﻪﺑﺮﺍﻧﮕﻴﺰ ﻧﻤﻲﺷﻮﻧﺪ ﻭ ﻣﻌﻤﻮﻻً ﻫﺮ ﻛﺲ ﺍﺯ ﺍﻳﻦ ﺍﻧﺠﻤﻦ ﻛﻪ‬
‫ﺟﻤﻠﻪ ﻭ ﻭﺍژﺓ ﺩﻗﻴﻖﺗﺮ ﻭ ﺍﺻﻴﻞﺗﺮ ﺭﺍ ﺑﻪ ﻳﺎﺩ ﺑﻴﺎﻭﺭﺩ‪ ،‬ﺯﻭﺩ ﺑﻪ ﺗﺄﻳﻴﺪ ﺩﻳﮕﺮﺍﻥ ﻣﻲﺭﺳﺪ‪ .‬ﺍﻣﺎ ﺍﮔﺮ ﺍﺧﺘﻼﻑ ﻧﻈﺮﻱ ﻣﻴﺎﻥ ﺍﻳﺸﺎﻥ‬
‫ﺩﺭﮔﻴﺮﺩ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﺑﺮﺍﻱ ﭘﮋﻭﻫﺸﮕﺮ ﺳﻮﺩﻣﻨﺪ ﺑﺎﺷﺪ‪ .‬ﺍﺻﺎﻟﺖ ﻫﻤﺔ ﻭﺍژﻩﻫﺎ ﺭﺍ‪ ،‬ﺗﻨﻬﺎ ﺑﻨﺎﺑﺮ ﺭﻭﻧﺪ ﺁﻭﺍﻳﻲ ﺧﺎﺹ ﺁﻥ ﺯﺑﺎﻥ ﻳﺎ‬
‫ﻣﻘﺎﻳﺴﻪﺍﺵ ﺑﺎ ﮔﻮﻳﺶﻫﺎﻱ ﻧﺰﺩﻳﻚ‪ ،‬ﻧﻤﻲﺗﻮﺍﻥ ﺗﺸﺨﻴﺺ ﺩﺍﺩ؛ ﻟﺬﺍ ﭼﻮﻥ ﺩﺭ ﻣﻴﺎﻥ ﻧﻘﺪ ﺑﻪ ﻳﻚ ﻧﻈﺮ‪ ،‬ﻣﺜﻼً ﺑﺸﻨﻮﻳﺪ ﻛﻪ »ﺍﻳﻦ‬
‫ﻭﺍژﻩ‪/‬ﺗﻠﻔﻆ ﺑﻪ ﻟُﺮﻱ »ﺳﮕﻮﻧﺪ« ﻧﻴﺴﺖ‪ ،‬ﺷﺎﻳﺪ ﺗﻮ ﺍﺯ ﺯﺑﺎﻥ ﻣﺎﺩﺭﺕ ﻣﻲﮔﻮﻳﻲ ﻛﻪ ﺍﺻﺎﻟﺘﺎً »ﭼﮕﻨﻲ« ﺍﺳﺖ« ﻳﺎ »ﺍﻳﻦ ﻭﺍژﻩ‪/‬ﺗﻠﻔﻆ‬
‫ﺑﻪ ﻛﺮﺩﻱ »ﻛﻠﻬﺮﻱ« ﻧﻴﺴﺖ‪ ،‬ﺷﺎﻳﺪ ﺍﺯ ﻗﻮﻝ »ﺳﻨﻨﺪﺟﻲﻫﺎ« ﻣﻲﮔﻮﻳﻲ ﻛﻪ ﻣﺪﺗﻲ ﺁﻧﺠﺎ ﺩﺍﻧﺸﺠﻮ ﺑﻮﺩﻩﺍﻱ«‪ ،‬ﺩﺭ ﭘﺬﻳﺮﻓﺘﻦ‬
‫ﻧﻈﺮﺍﺕ ﻣﺘﻔﺎﻭﺕ ﺍﻳﻦ ﮔﻮﻳﺸﻮﺭ ﻣﺤﺘﺎﻁ ﺧﻮﺍﻫﻴﺪ ﺷﺪ‪.‬‬
‫‪ .5‬ﻣﺜﻼً ﭼﻮﭘﺎﻥﻫﺎ ﻭﺍژﻩﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺩﺍﻡ ﺭﺍ )ﺍﺯ ﻧﺎﻡﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺍﻡ ﺑﻨﺎﺑﺮ ﺳﻦ‪ ،‬ﺟﻨﺲ‪ ،‬ﻧﮋﺍﺩ‪ ،‬ﻓﺤﻞ ﺑﻮﺩﻥ ﻭ ﻧﺒﻮﺩﻥ ﮔﺮﻓﺘﻪ‬
‫ﺗﺎ ﺑﻴﻤﺎﺭﻱﻫﺎﻱ ﺩﺍﻡ( ﺟﺰﺋﻲﺗﺮ ﻭ ﺩﻗﻴﻖﺗﺮ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﻣﻲﺩﺍﻧﻨﺪ‪ .‬ﻗﺼﺎﺏﻫﺎ ﺟﺰءﺟﺰء ﺍﻧﺪﺍﻡﻫﺎﻱ ﺩﺭﻭﻧﻲ ﺟﺎﻧﻮﺭ ﺭﺍ ﻣﻲﺷﻨﺎﺳﻨﺪ ﻭ‬
‫ﻛﺸﺎﻭﺭﺯﻫﺎ‪ ،‬ﮔﺬﺷﺘﻪﺍﺯ ﻭﺍژﻩﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﻛﺸﺖﻭﻛﺎﺭ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﻭﺍژﻩﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﮔﺎﻫﺸﻤﺎﺭﻱ ﺑﻮﻣﻲ ﺭﺍ ﻧﻴﺰ ﺑﻬﺘﺮ‬
‫ﺑﺪﺍﻧﻨﺪ‪.‬‬
‫‪ .6‬ﺍﮔﺮ ﻛﻨﺎﺭ ﮔﺬﺍﺷﺘﻦ ﮔﻮﻳﺸﻮﺭ ﺑﺎﻋﺚ ﺩﻝﺁﺯﺭﺩﮔﻲ ﺷﻮﺩ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﺩﺭ ﻛﺎﺭ ﺧﻠﻞ ﺍﻳﺠﺎﺩ ﻛﻨﺪ‪ .‬ﭘﺲ ﺑﻬﺘﺮ ﺍﺳﺖ ﺍﻳﻦ ﻛﺎﺭ ﻣﺴﺘﻘﻴﻢ‬
‫ﻭ ﺗﻨﺪ ﻧﺒﺎﺷﺪ‪.‬‬
‫‪17‬‬ ‫ﻧﻜﺎﺗﻲ ﺩﺭﺑﺎﺭﺓ ﺷﻴﻮﺓ ﻛﺎﺭ ﺩﺭ ﻫﺮ ﺑﺨﺶ‬

‫ﺗﺤﻠﻴﻞ ﺭﺍ ﺑﻪ ﭘﮋﻭﻫﺸﮕﺮ ﻭﺍﮔﺬﺍﺭ ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻣـﻲﺗﻮﺍﻧﻨـﺪ ﮔﻮﻳﺸـﻮﺭﺍﻥ ﻛﺎﺭﺁﻣـﺪﻱ ﺑـﺮﺍﻱ‬
‫ﭘﺮﺳﻴﺪﻥ ﺟﻤﻠﻪﻫﺎ ﻭ ﻭﺍژﻩﻫﺎﻱ ﺁﺯﻣﺎﻳﻨﺪﻩ‪ ،‬ﺑﺮﺍﻱ ﺳﻨﺠﻴﺪﻥ ﻣﻘﻮﻟﻪﻫﺎﻱ ﺩﺳﺘﻮﺭﻱ ﺩﺷﻮﺍﺭﺗﺮ ﺑﺎﺷﻨﺪ‪.‬‬
‫‪ -‬ﺩﺭ ﻫﺮ ﻣﻨﻄﻘﻪﺍﻱ ﻣﻤﻜﻦ ﺍﺳﺖ ﮔﻮﻳﺸﻮﺭﺍﻧﻲ ﺑﺎﺷﻨﺪ ﻛﻪ ﺑﻨﺎﺑﺮ ﺩﻟﺒﺴﺘﮕﻲ ﺑﻪ ﻓﺮﻫﻨﮓ ﻭ ﺯﺑﺎﻥ ﺧـﻮﺩ‪،‬‬
‫ﺑﺮﺧﻲ ﻭﺍژﮔﺎﻥ ﻳﺎ ﺯﺑﺎﻧﺰﺩﻫﺎ ﻭ ﻣﺘﻞﻫﺎ ﺭﺍ ﺫﻭﻗﻲ ﮔﺮﺩﺁﻭﺭﺩﻩ ﺑﺎﺷﻨﺪ‪ .‬ﺑﺮﺧﻲ ﺍﻓﺮﺍﺩ ﺍﻳﻦ ﮔﺮﻭﻩ ﻧﻴﺰ‪ ،‬ﻣﺎﻧﻨﺪ ﮔـﺮﻭﻩ‬
‫ﭘﻴﺸﻴﻦ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﺍﻃﻼﻋﺎﺗﻲ ﺑﻪ ﺷﻤﺎ ﺑﺪﻫﻨﺪ ﻛﻪ ﺍﺯ ﺻﺎﻓﻲ ﺗﺤﻠﻴﻞ ﺧﻮﺩﺷﺎﻥ ﮔﺬﺷﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻣـﺎ ﺍﮔـﺮ‬
‫ﭼﻨﻴﻦ ﻧﺒﺎﺷﺪ ﻳﺎ ﺍﻃﻼﻋﺎﺕ ﺍﻳﺸﺎﻥ ﺑﺎ ﺩﻳﮕﺮ ﮔﻮﻳﺸﻮﺭﺍﻥ ﺳﻨﺠﻴﺪﻩ ﺷﻮﺩ‪ ،‬ﺩﺳﺖﻛﻢ ﺑﺨﺸﻲ ﺍﺯ ﺁﻧﭽﻪ ﺑـﻪﺭﻧـﺞ‬
‫ﮔﺮﺩﺁﻭﺭﺩﻩ ﺍﻧﺪ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﺑﺴﻴﺎﺭ ﺳﻮﺩﻣﻨﺪ ﺑﺎﺷﺪ‪ .‬ﺑﻪﻭﻳﮋﻩ ﻛﻪ ﻣﻌﻤﻮﻻً ﺍﻳﻦ ﮔﺮﻭﻩ ﺩﺍﻳﺮﺓ ﻭﺍژﮔﺎﻧﻲ ﻓﻌﺎﻝ ﺧـﻮﺑﻲ‬
‫ﺩﺭ ﺫﻫﻦ ﺩﺍﺭﻧﺪ‪.‬‬
‫‪ -‬ﻳﻚ ﻣﺴﺌﻠﺔ ﻣﻬﻢ ﻫﻤﻴﺸﻪ »ﻓﺎﺭﺳﻲﺯﺩﮔﻲ« ﮔﻮﻳﺸﻮﺭﺍﻥ ﺍﺳﺖ‪ .‬ﮔﻮﻳﺸﻮﺭ ﻣﻤﻜﻦ ﺍﺳﺖ ﻭﺍﻡﻭﺍژﻩﻫﺎﻱ‬
‫ﻓﺎﺭﺳﻲ ﺗﺎﺯﻩﺍﻱ ﺭﺍ ﺑﻪﻛﺎﺭ ﺑﺮﺩ ﻳﺎ ﻣﺘﺄﺛﺮ ﺍﺯ ﻭﺍژﺓ ﻓﺎﺭﺳﻲﺍﻱ ﻛـﻪ ﻣـﻲﭘﺮﺳـﻴﺪ‪ ،‬ﺗﻠﻔـﻆ ﮔﻮﻳﺸـﻲ ﻫﻤـﺎﻥ ﻭﺍژﺓ‬
‫ﻓﺎﺭﺳﻲ ﺑﻪﺫﻫﻨﺶ ﺑﻴﺎﻳﺪ ﻳﺎ ﺍﺻﻼً‪ ،‬ﺧﻮﺩﺁﮔﺎﻩ ﻳﺎ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ‪ ،‬ﺩﻭﺳﺖ ﺑﺪﺍﺭﺩ ﻭ ﺍﺣﺴﺎﺱ ﺷﺄﻥ ﻛﻨﺪ ﻛﻪ ﺯﺑـﺎﻧﺶ‬
‫ﺑﻪ ﻓﺎﺭﺳﻲ ﻫﺮﭼﻪ ﻧﺰﺩﻳﻚﺗﺮ ﺑﺎﺷﺪ‪ ،‬ﭘﺲ ﺗﺎ ﻣﻲﺗﻮﺍﻧﺪ ﺑﺎ ﻭﺍژﻩﻫﺎ ﻭ ﺟﻤﻠﻪﻫﺎﻱ ﻓﺎﺭﺳﻲﺯﺩﻩ ﭘﺎﺳﺦ ﻣـﻲﺩﻫـﺪ‪.‬‬
‫ﺩﺭ ﻣﻘﺎﺑﻞ‪ ،‬ﺍﻟﺒﺘﻪ ﺑﺎ ﺑﺴﺎﻣﺪ ﻛﻤﺘﺮ‪ ،‬ﮔﻮﻳﺸﻮﺭﺍﻧﻲ ﻧﻴﺰ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻨـﺎﺑﺮ ﮔﻮﻧـﻪﺍﻱ ﺩﻟﺒﺴـﺘﮕﻲ ﻣﺘﻌﺼـﺒﺎﻧﻪ ﺑـﻪ‬
‫ﺯﺑﺎﻥ‪/‬ﮔﻮﻳﺶ ﺧﻮﺩ‪ ،‬ﺗﻼﺵ ﻣﻲﻛﻨﻨﺪ ﺗﺎ ﺁﻧﭽﻪ ﺩﺭ ﭘﺎﺳﺦ ﻣﻲﮔﻮﻳﻨﺪ‪ ،‬ﭼﻪ ﻭﺍژﻩ ﻭ ﭼﻪ ﺟﻤﻠﻪ‪ ،‬ﺗﺎ ﺣﺪ ﺍﻣﻜـﺎﻥ ﺍﺯ‬
‫ﻓﺎﺭﺳﻲ ﺩﻭﺭ ﺑﺎﺷﺪ‪ .‬ﻣﺜﻼً ﻣﻤﻜﻦ ﺍﺳﺖ ﺷﻤﺎ ﺑﺨﻮﺍﻫﻴﺪ ﺑﺪﺍﻧﻴﺪ ﺩﺭ ﺍﻳﻦ ﮔﻮﻳﺶ ﺑﻪ »ﺳﮓ« )ﺳﮓ ﺑـﻪ ﻃـﻮﺭ‬
‫ﻛﻠﻲ ﻭ ﻓﺎﺭﻍ ﺍﺯ ﺟﻨﺲ ﻭ ﻧﮋﺍﺩ ﻭ ﺭﻧﮓ ﻭ ‪ (...‬ﭼﻪ ﻣﻲﮔﻮﻳﻨﺪ ﻭ ﺍﻭ ﺍﺯ ﺑﻪ ﺯﺑﺎﻥ ﺁﻭﺭﺩﻥ ﻫﻤـﺎﻥ ﻭﺍژﺓ »ﺳـﮓ«‬
‫ﻛﻪ ﭘﺎﺳﺦ ﺩﺭﺳﺖ ﭘﺮﺳﺶ ﺷﻤﺎ ﺍﺳﺖ‪ ،‬ﺳﺮ ﺑﺎﺯﺯﺩﻩ ﻭ ﻣﺜﻼً ﻭﺍژﻩﺍﻱ ﻛﻪ ﺑﺮﺍﻱ »ﺳﮓ ﻧﺮ« ﺑﻪﻛﺎﺭ ﻣـﻲﺭﻭﺩ ﻭ‬
‫ﺑﺮﺍﺑﺮ ﻓﺎﺭﺳﻲ ﻧﺪﺍﺭﺩ ﺭﺍ ﺩﺭ ﭘﺎﺳﺦ ﺑﮕﻮﻳﺪ‪ .‬ﻳﺎ ﻣﻤﻜﻦ ﺍﺳﺖ ﻭﺍژﻩ‪/‬ﺟﻤﻠﻪﺍﻱ ﺭﺍ ﺩﺭ ﭘﺎﺳﺦ ﺷـﻤﺎ ﺑﮕﻮﻳـﺪ ﻛـﻪ ﺩﺭ‬
‫ﺯﺑﺎﻥ ﺍﻭ ﻧﻴﺴﺖ ﻭ ﺍﺯ ﻫﻢﺯﺑﺎﻥ ﺧﻮﺩ ﺩﺭ ﻣﻨﻄﻘﻪﺍﻱ ﺩﻳﮕﺮ ﺷﻨﻴﺪﻩ ﺍﺳﺖ ﻭ ﺁﻥ ﺭﺍ‪ ،‬ﺑﻪﺟﺎ ﻳﺎ ﻧﺎﺑﻪﺟﺎ‪ ،‬ﺍﺻـﻴﻞﺗـﺮ‬
‫ﻣﻲﭘﻨﺪﺍﺭﺩ‪ .‬ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﻫﺮﺩﻭ ﺩﺳﺘﻪ ﻣﻲﺑﺎﻳـﺪ ﻣﺤﺘﺎﻃﺎﻧـﻪ ﺑﺎﺷـﺪ ﻭ ﺍﻃﻼﻋـﺎﺗﻲ ﻛـﻪ ﻣـﻲﺩﻫﻨـﺪ ﺑـﺎ ﺩﻳﮕـﺮ‬
‫ﮔﻮﻳﺸﻮﺭﺍﻥ ﺳﻨﺠﻴﺪﻩ ﺷﻮﺩ‪.‬‬
‫‪ -‬ﭘﮋﻭﻫﺸﮕﺮ ﻣﻲﺑﺎﻳﺪ ﺯﺑﺎﻥ ﻣﻮﺭﺩﻣﻄﺎﻟﻌﻪ ﺭﺍ‪ ،‬ﺩﺳﺖﻛﻢ ﺑﻪﻃﻮﺭﻛﻠﻲ ﺑﻔﻬﻤﺪ ﻭ ﺗﺎ ﺍﻧﺪﺍﺯﻩﺍﻱ ﺻﺤﺒﺖ ﻛﻨﺪ‬
‫ﻭ ﻛﻠﻴﺎﺕ ﺭﻭﻧﺪ ﺁﻭﺍﻳﻲ ﺁﻥ ﺭﺍ ﺑﺸﻨﺎﺳﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻣﻲﺗﻮﺍﻥ ﺑﺮﺧﻲ ﻭﺍژﻩﻫـﺎﻱ ﻧﺎﺍﺻـﻴﻞ ﺭﺍ ﺷـﻨﺎﺧﺖ ﻭ‬
‫ﭘﻴﮕﻴﺮﻱ ﻛﺮﺩ ﻛﻪ ﺁﻳﺎ ﺻﻮﺭﺕ ﺍﺻﻴﻞ ﻣﻮﺭﺩﺍﻧﺘﻈﺎﺭ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻳﺎ ﻧﻪ ‪.7‬‬
‫‪P‬‬ ‫‪P6F‬‬

‫‪ -‬ﻗﺼﻪﻫﺎ‪ ،‬ﺗﺮﺍﻧﻪﻫﺎ‪ ،‬ﺯﺑﺎﻧﺰﺩﻫﺎ ﻭ ﭼﻴﺴﺘﺎﻥﻫﺎ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺻﻮﺭﺕﻫﺎﻱ ﻛﻬﻦﺗﺮ ﺯﺑـﺎﻧﻲ ﺭﺍ ﺩﺭ ﺧـﻮﺩ ﻧﮕـﻪ‬
‫ﺩﺍﺭﻧﺪ‪ .‬ﺍﻣﺎ ﺑﺎﻳﺪ ﻫﺸﻴﺎﺭ ﺑﻮﺩ ﻛﻪ ﮔﺎﻩ ﺑﺨﺸﻲ )ﺑﻪﻭﻳﮋﻩ ﺟﻤﻠﻪﻫﺎ ﻭ ﺗﺮﺍﻧﻪﻫﺎﻱ ﺗﺮﺟﻴﻊ ﻣﻴﺎﻥ ﻗﺼﻪﻫﺎ ﻭ ﺁﻳﻴﻦﻫﺎ‬
‫ﻭ ﺑﺮﺧﻲ ﻧﻘﻞ ﻗﻮﻝﻫﺎﻱ ﻣﺴﺘﻘﻴﻢ ﺍﺯ ﺯﺑﺎﻥ ﺷﺨﺼﻴﺖﻫﺎﻱ ﻗﺼﻪ( ﻳﺎ ﺗﻤﺎﻡ ﺁﻥ ﻣﺘﻌﻠـﻖ ﺑـﻪ ﺯﺑـﺎﻥ ﺩﻳﮕـﺮﻱ‬

‫‪ .7‬ﻧﮕﺎﺭﻧﺪﻩ ﮔﻮﻳﺶﻫﺎﻱ ﻟﺮﻱ ﺷﻤﺎﻟﻲ ﻭ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ ﻛﺎﻣﻼً ﺩﺭﻣﻲﻳﺎﺑﺪ ﻭ ﺑﻪ ﻳﻚ ﮔﻮﻧﻪ ﺍﺯ ﻫﺮﻳﻚ‬
‫ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ ﻭ ﮔﻮﻳﺶﻫﺎﻱ ﺩﻳﮕﺮ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺭﺍ ﺗﻘﺮﻳﺒﺎً ﺑﻪﻃﻮﺭﻛﺎﻣﻞ ﺩﺭﻣﻲﻳﺎﺑﺪ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪18‬‬

‫ﺍﺳﺖ ﺑﺎ ﭘﻮﺷﺶ ﺗﻠﻔﻈﻲ ﺯﺑﺎﻥ ﻣﻮﺭﺩﻣﻄﺎﻟﻌﻪ ‪ .8‬ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺑﺎﻳـﺪ ﺷﻨﺎﺳـﺎﻳﻲ ﺷـﺪﻩ ﻭ ﺟـﺰء ﻣـﻮﺍﺩ ﮔﻮﻳﺸـﻲ‬
‫‪P‬‬ ‫‪P7F‬‬

‫ﺑﻪﺷﻤﺎﺭ ﻧﻴﺎﻳﺪ ﻳﺎ ﺑﺎ ﺍﺣﺘﻴﺎﻁ ﺍﺯ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﺷﻮﺩ‪.‬‬

‫ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ‬
‫ﺑﺮﺍﻱ ﻫﺮﻳﻚ ﺍﺯ ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ‪ ،‬ﺟﺪﺍﮔﺎﻧﻪ ﺩﺳﺘﻮﺭ ﺯﺑﺎﻧﻲ ﺍﺟﻤﺎﻟﻲ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳـﺖ ﻛـﻪ ﺩﺭ‬
‫ﺁﻥ‪ ،‬ﻣﻘﺎﻟﺔ »ﮔﻮﻳﺶ ﻭﻳﺪﺭﻱ« ﺍﺳﺘﺎﺩﻡ ﺁﻗﺎﻱ ﺩﻛﺘﺮ ﺭﺿﺎﺋﻲ ﺑﺎﻍﺑﻴﺪﻱ ‪ 9‬ﺍﻟﮕﻮ ﻗـﺮﺍﺭ ﮔﺮﻓﺘـﻪ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ‬
‫‪P‬‬ ‫‪P8F‬‬

‫ﺩﺳﺘﻮﺭﻫﺎ ﺗﻨﻬﺎ ﻛﻠﻴﺎﺕ ﮔﻔﺘﻪ ﺧﻮﺍﻫﺪ ﺷﺪ ﻭ ﻧﻤﻲﺗﻮﺍﻥ ﻣﺪﻋﻲ ﺑﻮﺩ ﻛـﻪ ﻫﻤـﺔ ﻣﻘﻮﻟـﻪﻫـﺎﻱ ﺩﺳـﺘﻮﺭﻱ ﻫـﺮ‬
‫ﮔﻮﻳﺶ ﺟﺰءﺑﻪﺟﺰء ﺑﺮﺭﺳﻲ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﺜﻼً ﮔﻮﻳﺶﻫﺎﻱ ﻟﺮﻱ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ ﻣﻤﻜﻦ ﺍﺳﺖ ﻓﻌﻞ ﻣﺎﺿـﻲ‬
‫ﺍﺑﻌﺪ ﻧﻴﺰ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻭ ﺩﺭ ﮔﻮﻳﺶﻫﺎﻱ ﺷﻤﺎﻝ ﻏﺮﺑﻲ ﻣﺠﻤﻮﻋﻪ‪ ،‬ﺑﺤﺚ ﻧﺤﻮﻱ ﺩﺭ ﺣـﺮﻑ ﺍﺿـﺎﻓﻪﻫـﺎﻱ‬
‫ﭘﻴﺸﺎﻳﻨﺪﻱ ﻛﻪ ﺣﺮﻑ ﺍﺿﺎﻓﺔ ﭘﺴﺎﻳﻨﺪ ﺧﺎﺻﻲ ﺑﻪ ﺍﺳﻢ ﺧﻮﺩ ﻣـﻲﺩﻫﻨـﺪ‪ ،‬ﻣـﻲﺗﻮﺍﻧـﺪ ﺑـﺎ ﺩﻗـﺖ ﻭ ﺟﺰﺋﻴـﺎﺕ‬
‫ﺑﻴﺸﺘﺮﻱ ﺑﺮﺭﺳﻲ ﺷﻮﺩ‪.‬‬
‫ﺩﺳﺖﻛﻢ ﺑﺮﺍﻱ ﮔﻮﻳﺶﻫﺎﻱ ﻳﻚ ﺯﺑﺎﻥ ﻣﺎﻧﻨﺪ ﮔﻮﻳﺶﻫﺎﻱ ﻟﺮﻱ ﻭ ﻛﺮﺩﻱ‪ ،‬ﻣﻲﺷـﺪ ﺩﺳـﺘﻮﺭﻱ ﻭﺍﺣـﺪ‬
‫ﻧﻮﺷﺖ ﻭ ﻣﻮﺍﺭﺩ ﺍﺧﺘﻼﻑ ﺭﺍ ﺫﻛﺮ ﻛﺮﺩ‪ .‬ﺑﻪﻭﻳﮋﻩ ﻛﻪ ﻣﻘﺎﻳﺴﻪ ﺭﺍ ﺳﺎﺩﻩﺗﺮ ﻣﻲﻛﺮﺩ‪ .‬ﺍﺧﺘﻼﻑ ﺁﻭﺍﻳﻲ ﭘﺎﺭﻩﻫـﺎﻱ‬
‫ﺩﺳﺘﻮﺭﻱ‪ ،‬ﺷﺎﻫﺪﻫﺎﻱ ﺟﺪﺍﮔﺎﻧﻪﺍﻱ ﻛﻪ ﺑﻪﻭﺍﺳﻄﺔ ﺗﻔﺎﻭﺕﻫﺎﻱ ﺁﻭﺍﻳﻲ ﺑﺮﺍﻱ ﻫﺮ ﮔﻮﻳﺶ ﻧﻴـﺎﺯ ﺑـﻮﺩ ﻭ ﺣﺘـﻲ‬
‫ﺍﺧﺘﻼﻑﻫﺎﻱ ﺩﺳﺘﻮﺭﻱ ﻗﺎﺑﻞﺗﻮﺟﻪ ﻣﻴﺎﻥ ﮔﻮﻳﺶﻫﺎﻱ ﻳﻚ ﺯﺑﺎﻥ )ﻣﺜﻼً ﺍﺧﺘﻼﻑ ﻣﻴﺎﻥ ﻓﻌﻞﻫﺎﻱ ﻣﺎﺿـﻲ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻱ ﻭ ﻣﻀﺎﺭﻉِ ﺩﺭﺟﺮﻳﺎﻥ ﺩﺭ ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ ﻭ ﮔﻬﻮﺍﺭﻩﺍﻱ ﻳﺎ ﻓﻌﻞﻫﺎﻱ ﻣﻀﺎﺭﻉِ ﺩﺭﺟﺮﻳـﺎﻥ ﻭ ﻓﻌـﻞ‬
‫ﺑﻮﺩﻥ ﺩﺭ ﺳﻪ ﮔﻮﻳﺶ ﻟﺮﻱ ﻣﺠﻤﻮﻋﻪ( ﺳﺮﺍﻧﺠﺎﻡ ﻧﮕﺎﺭﻧﺪﻩ ﺭﺍ ﺑﺮ ﺁﻥ ﺩﺍﺷﺖ ﻛﻪ ﺩﺳﺘﻮﺭﻫﺎ ﺟﺪﺍﮔﺎﻧـﻪ ﻧﻮﺷـﺘﻪ‬
‫ﺷﻮﺩ ﻭ ﻧﺎﭼﺎﺭ ﻣﻮﺍﺭﺩ ﻫﻤﺴﺎﻥ ﺑﺎﺯﮔﻮ ﺷﻮﺩ‪.‬‬
‫ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥﻫﺎ ﺑﻨﺎﺑﺮ ﻣـﻮﺍﺩ ﮔﻮﻳﺸـﻲ ﻫﻤـﻴﻦ ﻣﺠﻤﻮﻋـﻪ )ﻭﺍژﻩﻫـﺎ‪ ،‬ﺟﻤﻠـﻪﻫـﺎ ﻭ ﻧﻤﻮﻧـﻪ ﻣـﺘﻦﻫـﺎﻱ‬
‫ﺁﻭﺍﻧﻮﻳﺴﻲﺷﺪﻩ( ﻭ ﮔﻔﺘﮕﻮﻫﺎﻳﻲ ﻛﻪ ﻧﮕﺎﺭﻧﺪﻩ ﺍﺯ ﺑﻮﻣﻴﺎﻥ ﺷﻨﻴﺪﻩ‪ ،‬ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﻘﻮﻟﻪﻫﺎﻳﻲ ﻛﻪ ﺷـﺎﻫﺪ‬
‫ﻛﺎﻓﻲ ﺍﺯ ﺁﻥﻫﺎ ﺩﺭ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ ﻧﻴﺎﻣﺪﻩ ﺍﺳﺖ ﻳﺎ ﻧﮕﺎﺭﻧﺪﻩ ﺍﺯ ﮔﻮﻳﺸﻮﺭ ﻧﺸﻨﻴﺪﻩ ﺍﺳﺖ ﻳﺎ ﺑﻪ ﻫﺮ ﺻـﻮﺭﺗﻲ ﺍﺯ‬
‫ﺁﻥ ﻣﻄﻤﺌﻦ ﻧﺒﻮﺩﻩ ﺍﺳﺖ‪ ،‬ﺑﻨﺎﺑﺮ ﻭﺍژﻩ ﻭ ﺟﻤﻠﻪﻫﺎﻱ ﺁﺯﻣﺎﻳﻨﺪﺓ ﻓﺎﺭﺳﻲ ﺑﻪ ﮔﻮﻳﺶ ﻣﻮﺭﺩﻧﻈﺮ )ﺑﺎ ﺭﻋﺎﻳﺖ ﻧﻜﺎﺕ‬
‫ﭘﻴﺶﺗﺮﮔﻔﺘﻪﺷﺪﻩ ﺑﺮﺍﻱ ﭘﺮﻫﻴﺰ ﺍﺯ ﻣﺘﺄﺛﺮ ﺷﺪﻥ ﮔﻮﻳﺸﻮﺭ ﺍﺯ ﻓﺎﺭﺳﻲ( ﺑﺎﺯﺁﺯﻣﺎﻳﻲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺑﺨﺶ ﺁﻭﺍﺷﻨﺎﺳﻲ‪ ،‬ﺑﺮﺧﻲ ﺗﺤﻮﻻﺕ ﺁﻭﺍﻳﻲ ﺍﺯ ﺍﻳﺮﺍﻧﻲ ﺑﺎﺳﺘﺎﻥ ﺑﻪ ﻧﻮ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳـﺖ‪ .‬ﺍﻳـﻦ ﺑـﺪﺍﻥ‬

‫‪ .8‬ﻋﻼﻭﻩﺑﺮ ﺑﺮﺧﻲ ﻣﻮﺍﺭﺩﻱ ﻛﻪ ﺩﺭ ﺁﻭﺍﻧﻮﻳﺴﻲ ﻣﺘﻦﻫﺎﻱ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻧﻚ‪ :‬ﻣﺘﻞ‪/‬ﻗﺼﺔ ﻧﺨﺴﺖ ﺍﺯ‬
‫‪Mahmoudveysi et al. 2010. The Gorani language of Gawraǰū, a village of West‬‬ ‫ﻣﺘﻦﻫﺎﻱ ﻛﺘﺎﺏ‬
‫‪ Iran. Wiesbaden.‬ﻣﺜﻼً ﺹ‪ 1:47) 84‬ﻭ ‪ (1:48‬ﻛﻪ ﺑﻴﺖﻫﺎﻱ ﺗﺮﺟﻴﻊ ﻧﻪ ﺑﻪ ﮔﻮﺭﺍﻧﻲ ﻛﻪ ﺑﻪ ﻛﺮﺩﻱ ﺳﻮﺭﺍﻧﻲ ﺍﺳﺖ‪.‬‬
‫‪ .9‬ﺭﺿﺎﺋﻲ ﺑﺎﻍﺑﻴﺪﻱ‪ ،‬ﺣﺴﻦ‪» ،1383 ،‬ﮔﻮﻳﺶ ﻭﻳﺪﺭﻱ«‪ ،‬ﮔﻮﻳﺶﺷﻨﺎﺳﻲ ﺿﻤﻴﻤﺔ ﻧﺎﻣﺔ ﻓﺮﻫﻨﮕﺴﺘﺎﻥ‪ ،‬ﺟﻠﺪ ﺍﻭﻝ‪ ،‬ﺷﻤﺎﺭﺓ‬
‫ﺳﻮﻡ‪ ،‬ﺹ ‪.38-20‬‬
‫‪19‬‬ ‫ﻧﻜﺎﺗﻲ ﺩﺭﺑﺎﺭﺓ ﺷﻴﻮﺓ ﻛﺎﺭ ﺩﺭ ﻫﺮ ﺑﺨﺶ‬

‫ﻣﻌﻨﻲ ﻧﻴﺴﺖ ﻛﻪ ﻧﮕﺎﺭﻧﺪﻩ ﻣﺪﻋﻲ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﺗﺤﻮﻻﺕ ﺍﺯ ﻫﻤﺎﻥ ﺩﻭﺭﺓ ﺑﺎﺳـﺘﺎﻥ ﺁﻏـﺎﺯ ﺷـﺪﻩﺍﻧـﺪ‪ .‬ﺑﺎﻳـﺪ‬
‫ﺗﻮﺟﻪ ﺩﺍﺷﺖ ﻛﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻳﻦ ﺗﺤﻮﻻﺕ ﺍﺯ ﺩﻭﺭﺓ ﻣﻴﺎﻧﻪ ﺑﻪ ﺑﻌﺪ ﻭ ﺣﺘﻲ ﺩﺭ ﺑﺮﺧـﻲ ﻣـﻮﺍﺭﺩ‪ ،‬ﺍﺣﺘﻤـﺎﻻً ﺍﺯ‬
‫ﺍﻭﺍﻳﻞ ﺩﻭﺭﺓ ﻧﻮ ﺑﻪ ﺑﻌﺪ‪ ،‬ﺁﻏﺎﺯ ﺷﺪﻩﺍﻧﺪ‪.‬‬

‫ﻭﺍژﻩﻫﺎ‪ ،‬ﺟﻤﻠﻪﻫﺎ‪ ،‬ﻣﺘﻦﻫﺎ ﻭ ﺁﻭﺍﻧﻮﻳﺴﻲ ﺁﻥﻫﺎ‬

‫ﮔﺬﺷﺘﻪﺍﺯ ﺁﻧﭽﻪ ﺩﺭﺑﺎﺭﺓ ﮔﺰﻳﻨﺶ ﮔﻮﻳﺸﻮﺭ ﻭ ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﺍﻃﻼﻋﺎﺗﻲ ﻛﻪ ﻣﻲﺩﻫﺪ ﺫﻛﺮ ﺷﺪ‪ ،‬ﻧﻜﺎﺕ ﻛﻠﻲ ﺯﻳـﺮ‬
‫ﺩﺭ ﮔﺮﺩﺁﻭﺭﻱ ﻭﺍژﻩﻫﺎ ﻭ ﺟﻤﻠﻪﻫﺎ ﻣﺪﻧﻈﺮ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫‪ -‬ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻣﻲﺷﻮﺩ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺍﺯ ﭘﺮﺳﻴﺪﻥ ﻛﻼﻣﻲ ﻭﺍژﻩﻫﺎ ﭘﺮﻫﻴـﺰ ﺷـﻮﺩ ﻭ ﺍﺯ ﺧـﻮﺩ ﺁﻥ ﭼﻴـﺰ‪،‬‬
‫ﺗﺼﻮﻳﺮ ﺁﻥ ﻳﺎ ﺍﺷﺎﺭﻩﻫﺎ ﻭ ﻧﺸﺎﻧﻪﻫﺎﻱ ﺑﻲﻛﻼﻡ ﺩﻳﮕﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺷﻮﺩ‪ .‬ﭘﺮﺳﻴﺪﻥ ﻭﺍژﻩﻫﺎﻱ ﺍﻧﺘﺰﺍﻋﻲﺍﻱ ﭼـﻮﻥ‬
‫ﺍﻣﻴﺪ ﻭ ﺗﺮﺱ ﻭ ‪ ...‬ﺍﻟﺒﺘﻪ ﺑﻪ ﺍﻳﻦ ﺷﻴﻮﻩ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﺑﻪ ﺳﺎﺩﮔﻲ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﻣﮋﻩ‪ ،‬ﺯﺍﻧﻮ‪ ،‬ﺧﺎﻙ‪ ،‬ﺩﺭﺧﺖ‪،‬‬
‫ﻣﺮﻍ ﻭ ‪ ...‬ﺍﺷﺎﺭﻩ ﻛﺮﺩ ﻭ ﺑﺮﺍﺑﺮ ﮔﻮﻳﺸﻲ ﺁﻥ ﺭﺍ ﭘﺮﺳﻴﺪ‪ .‬ﻓﻌـﻞﻫـﺎ ﺭﺍ ﻧﻴـﺰ ﻣﻌﻤـﻮﻻً ﻣـﻲﺗـﻮﺍﻥ ﻧﻤـﺎﻳﺶ ﺩﺍﺩ‪:‬‬
‫ﻣﻲﺗﻮﺍﻧﻴﺪ ﺑﻨﺸﻴﻨﻴﺪ‪ ،‬ﺩﺳﺘﺘﺎﻥ ﺭﺍ ﺑﺨﺎﺭﺍﻧﻴﺪ‪ ،‬ﺧﻮﺭﺩﻥ ﭼﻴﺰﻱ ﺭﺍ ﻧﻤﺎﻳﺶ ﺩﻫﻴﺪ ﻭ ‪ ...‬ﺑﺎ ﺍﻳﻦ ﻛﺎﺭ‪ ،‬ﺗـﺎ ﺍﻧـﺪﺍﺯﻩﺍﻱ‬
‫ﻣﻲﺗﻮﺍﻥ ﺍﺯ ﭘﻴﺶﻓﺮﺽﻫﺎﻳﻲ ﻛﻪ ﻛﻼﻡ ﺑﻪ ﮔﻮﻳﺸﻮﺭ ﻣﻲﺩﻫﺪ‪ ،‬ﺩﺭ ﺍﻣﺎﻥ ﻣﺎﻧﺪ‪.‬‬
‫‪ -‬ﻣﻌﻤﻮﻻً ﺑﺮﺍﻱ ﮔﻮﻳﺸﻮﺭ ﺩﺷﻮﺍﺭ ﺍﺳﺖ ﻛﻪ ﺩﻗﻴﻘﺎً ﺻﺮﻓﻲ ﺍﺯ ﻓﻌﻞ ﺭﺍ ﻛﻪ ﻣﻲﺧﻮﺍﻫﻴﺪ‪ ،‬ﺑﮕﻮﻳﺪ‪ .‬ﻣﻤﻜـﻦ‬
‫ﺍﺳﺖ ﺷﻤﺎ ﻓﻌﻞ ﻣﻀﺎﺭﻉ ﺑﭙﺮﺳﻴﺪ ﻭ ﺍﻭ ﻣﺎﺿﻲ ﺗﺮﺟﻤﻪ ﻛﻨﺪ‪ .‬ﺩﺭ ﺻﺮﻑﻫﺎﻱ ﺩﺷـﻮﺍﺭﺗﺮ‪/‬ﻛﻢﺑﺴـﺎﻣﺪﺗﺮ ﻣﺎﻧﻨـﺪ‬
‫ﻓﻌﻞﻫﺎﻱ ﻣﺎﺿﻲ ﺍﻟﺘﺰﺍﻣﻲ ﻣﺴﺌﻠﻪ ﭘﻴﭽﻴﺪﻩﺗﺮ ﻧﻴﺰ ﻣﻲﺷﻮﺩ‪ .‬ﭘﺲ‪ ،‬ﺍﺯ ﺟﻤﻠﻪﻫﺎﻳﻲ ﺑﺎ ﻗﻴﺪﻫﺎﻳﻲ ﭼﻮﻥ »ﻫﻤﻴﻦ‬
‫ﺍﻻﻥ«‪» ،‬ﺩﻳﺮﻭﺯ«‪» ،‬ﭘﺎﺭﺳﺎﻝ‪ ،‬ﻫﺮ ﻫﻔﺘﻪ« ﺑﺮﺍﻱ ﺭﻫﻨﻤﻮﺩﻥ ﮔﻮﻳﺸﻮﺭ ﺑﻪ ﺯﻣﺎﻥ ﻣﻮﺭﺩ ﻧﻈﺮ ﻳﺎ »ﻛﺎﺵ ﻭﻗﺘـﻲ‬
‫ﺟﻮﺍﻥ ﺑﻮﺩﻡ ‪ «...‬ﻭ ﻣﺎﻧﻨﺪ ﺁﻥ ﺑﺮﺍﻱ ﺭﻫﻨﻤﻮﺩﻥ ﻭﻱ ﻣﺜﻼً ﺑﻪ ﻣﺎﺿﻲ ﺍﻟﺘﺰﺍﻣﻲ ‪ 10‬ﺑﻬﺮﻩ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪P‬‬ ‫‪P9F‬‬

‫‪ -‬ﮔﺎﻩ ﻣﻤﻜﻦ ﺍﺳﺖ ﻳﻚ ﻣﻔﻬﻮﻡ‪/‬ﻭﺍژﺓ ﻓﺎﺭﺳﻲ ﺑﺎ ﺑﺮﺍﺑﺮ ﮔﻮﻳﺸﻲﺍﻱ ﺑﺎ ﮔﻮﻧﺔ ﺩﺳﺘﻮﺭﻱ ﻣﺘﻔـﺎﻭﺕ ﺑﻴـﺎﻥ‬
‫ﺷﻮﺩ‪ .‬ﻣﺜﻼً ﺑﺮﺍﺑﺮ ﺍﺳﻢ‪ ،‬ﺻﻔﺖ ﺑﻴﺎﻳﺪ )ﻣﺎﻧﻨﺪ ﻛﻠﻬﺮﻱ ‪» čow-a-re:‬ﻣﻨﺘﻈﺮ« ﺑـﺮﺍﻱ »ﺍﻧﺘﻈـﺎﺭ«( ﻳـﺎ ﺑﺮﺍﺑـﺮ‬
‫ﺻﻔﺖ‪ ،‬ﻓﻌﻞ ﺑﻴﺎﻳﺪ )ﻣﺎﻧﻨﺪ ﻛﻠﻬﺮﻱ ‪» bǝrd-en‬ﺑﺮﺩﻥ‪ ،‬ﭘﻴﺮﻭﺯ ﺷﺪﻥ« ﺑﺮﺍﻱ »ﭘﻴﺮﻭﺯ«( ﻳﺎ ﺑﺮﺍﺑﺮ ﺍﺳﻢ‪ ،‬ﻓﻌـﻞ‬
‫ﺑﻴﺎﻳﺪ )ﻣﺎﻧﻨﺪ ﻛﻠﻬﺮﻱ ‪» turiyâ-n‬ﻗﻬـﺮ ﻛـﺮﺩﻥ« ﺑـﺮﺍﻱ »ﻗﻬـﺮ«(‪ .‬ﺩﺭ ﺍﻳـﻦ ﺻـﻮﺭﺕ ﺟﻠـﻮﻱ ﻫـﺮ ﻭﺍژﻩ‬
‫ﻛﻮﺗﻪﻧﻮﺷﺖﻫﺎﻱ ﺹ‪ :‬ﺻﻔﺖ‪ ،‬ﺍﺱ‪ :‬ﺍﺳﻢ ﻭ ﻑ‪ :‬ﻓﻌﻞ ﺁﻣﺪﻩ ﺍﺳﺖ ﺗﺎ ﻣﺸﺨﺺ ﺷﻮﺩ ﻛﻪ ﻣﺜﻼً ‪čow-a-re:‬‬
‫ﻛﻪ ﺟﻠﻮﻱ ﻭﺍژﺓ »ﺍﻧﺘﻈﺎﺭ« ﺁﻣﺪﻩ ﺍﺳﺖ‪ ،‬ﺩﺭﺍﺻﻞ ﺻﻔﺘﻲ ﺑﺎ ﺁﻥ ﻣﻌﻨﻲ ﺍﺳﺖ‪ ،‬ﻳﻌﻨﻲ »ﻣﻨﺘﻈﺮ«‪.‬‬
‫‪ -‬ﺯﺑﺎﻥﻫﺎ ﺗﻮﺍﻧﺎﻳﻲﻫﺎﻱ ﻭﺍژﮔﺎﻧﻲ ﻣﺘﻔﺎﻭﺗﻲ ﺩﺍﺭﻧﺪ‪ .‬ﻫﻤﺎﻥﻃﻮﺭ ﻛﻪ ﻣﻤﻜﻦ ﺍﺳﺖ ﻳﻚ ﻭﺍژﺓ ﻓﺎﺭﺳﻲ ﺑﺮﺍﺑﺮ‬
‫ﮔﻮﻳﺸﻲ ﺩﻗﻴﻘﻲ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﻳﻚ ﻭﺍژﺓ ﻓﺎﺭﺳﻲ ﭼﻨﺪ ﺑﺮﺍﺑﺮ ﮔﻮﻳﺸﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺍﮔﺮ ﺑﺮﺍﺑﺮ‬

‫‪ .10‬ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﻣﻤﻜﻦ ﺍﺳﺖ ﻭﻳﮋﮔﻲ ﮔﻮﻳﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻣﺘﻔﺎﻭﺕ ﺑﺎﺷﺪ ﻭ ﻟﺰﻭﻣﺎً ﺑﻌﺪ ﺍﺯ ﺍﻳﻦ ﺟﻤﻠﻪ ﻓﻌﻞ ﻣﺎﺿﻲ ﺍﻟﺘﺰﺍﻣﻲ‬
‫ﺑﻪﻛﺎﺭ ﻧﺮﻭﺩ‪ .‬ﺍﻳﻦ ﺗﻨﻬﺎ ﺑﻪﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺑﺮﺍﻱ ﮔﻮﻳﺶﻫﺎﻱ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ ﻛﺎﺭﺑﺮﺩ ﺩﺍﺭﺩ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪20‬‬

‫ﮔﻮﻳﺸﻲ ﺩﻗﻴﻘﺎً ﻫﻢﻣﻌﻨﻲ ﻭﺍژﺓ ﻓﺎﺭﺳﻲ ﻧﺒﻮﺩﻩ ﺍﺳﺖ‪ ،‬ﺩﺭ ﭘﻲﻧﻮﺷﺖ ﺗﻔﺎﻭﺕ ﺁﻥ ﺷﺮﺡ ﺷﺪﻩ ﺍﺳـﺖ‪ .‬ﻧﻴـﺰ ﺍﮔـﺮ‬
‫ﻳﻚ ﻭﺍژﺓ ﻓﺎﺭﺳﻲ ﭼﻨﺪ ﺑﺮﺍﺑﺮ ﮔﻮﻳﺸﻲ ﺩﺍﺷﺘﻪ ﻭ ﻫﻤﮕﻲ ﺩﺭ ﺧﺎﻧﺔ ﻣﺮﺑﻮﻁ ﻧﻤﻲﮔﻨﺠﻴﺪﻩ ﺍﺳﺖ‪ ،‬ﺩﻳﮕﺮ ﺑﺮﺍﺑﺮﻫﺎ‬
‫ﺩﺭ ﭘﻲﻧﻮﺷﺖ ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﮔﺎﻩ ﺑﺮﺍﺑﺮﻫﺎﻱ ﺩﻳﮕﺮ ﻭﺍژﻩ ﻛﻪ ﺩﻗﻴﻘﺎً ﻫﻢﻣﻌﻨﻲ ﻭﺍژﺓ ﻓﺎﺭﺳﻲ ﻧﺒﻮﺩﻩ ﺍﺳﺖ ﻧﻴﺰ‬
‫ﺩﺭ ﭘﻲﻧﻮﺷﺖ ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪ -‬ﮔﻮﻳﺸﻮﺭ ﺩﺭ ﺗﺮﺟﻤﺔ ﻳﻚ ﺟﻤﻠﺔ ﻓﺎﺭﺳﻲ ﺑﻪ ﺑﺮﺍﺑﺮ ﮔﻮﻳﺸﻲﺍﺵ‪ ،‬ﺑﻴﺶ ﺍﺯ ﺗﺮﺟﻤﺔ ﻳﻚ ﻭﺍژﻩ‪ ،‬ﺍﺯ ﺑﺮﺍﺑـﺮ‬
‫ﻓﺎﺭﺳﻲ ﻣﺘﺄﺛﺮ ﺧﻮﺍﻫﺪ ﺷﺪ ﻭ ﻣﻌﻤﻮﻻً ﮔﺬﺷﺘﻪﺍﺯ ﺗـﺄﺛﻴﺮ ﻭﺍژﮔـﺎﻧﻲ‪ ،‬ﺳـﺨﺖ ﺍﺯ ﻧﺤـﻮ ﺟﻤﻠـﺔ ﻓﺎﺭﺳـﻲ ﻣﺘـﺄﺛﺮ‬
‫ﻣﻲﺷﻮﺩ‪ .‬ﺑﺮﺍﻱ ﻛﻢ ﻛﺮﺩﻥ ﺍﻳﻦ ﺗﺄﺛﻴﺮﭘﺬﻳﺮﻱ ﺑﻬﺘﺮ ﺍﺳﺖ ﮔﻮﻳﺸـﻮﺭﻱ ﺑـﺎﻫﻮﺵ ﻭ ﺑـﺎ ﺷـﻢ‪ ‬ﺯﺑـﺎﻧﻲ ﺧـﻮﺏ‬
‫ﺍﻧﺘﺨﺎﺏ ﺷﻮﺩ ﻭ ﺍﺯ ﺍﻭ ﺧﻮﺍﺳﺘﻪ ﺷﻮﺩ ﺗﺎ ﺟﻤﻠﻪ ﺭﺍ ﺁﻥ ﻃﻮﺭ ﺑﮕﻮﻳﺪ ﻛﻪ ﺧﻮﺩ ﺩﺭ ﻣﻮﻗﻌﻴﺖ ﻣﺸﺎﺑﻪ ﻣﻲﮔﻮﻳﺪ‪.‬‬
‫‪ -‬ﻣﻮﺍﺭﺩ ﺍﻧﺪﻛﻲ ﻫﺴﺖ ﻛﻪ ﺁﻧﭽﻪ ﺍﺯ ﻭﺍژﻩﻫﺎ ﻭ ﺟﻤﻠﻪﻫﺎ ﺍﺯ ﮔﻮﻳﺸﻮﺭ ﺿﺒﻂ ﺷـﺪﻩ ﺑـﺎ ﺁﻧﭽـﻪ ﺩﺭ ﻛﺘـﺎﺏ‬
‫ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﺧﺘﻼﻑ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺍﺧﺘﻼﻑ ﻧﺎﺷﻲ ﺍﺯ ﻭﻳﺮﺍﻳﺶﻫﺎﻱ ﭘﺎﻳﺎﻧﻲ ﺍﺳﺖ ﻛﻪ ﭘـﺲ ﺍﺯ ﺿـﺒﻂ‬
‫ﺍﻋﻤﺎﻝ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻭﻳﺮﺍﻳﺶﻫﺎ ﻳﺎ ﻧﺘﻴﺠﺔ ﺗﺠﺪﻳﺪﻧﻈﺮ ﮔﻮﻳﺸﻮﺭ ﺑﻮﺩﻩ ﺍﺳﺖ ﻳﺎ ﻧﺘﻴﺠﺔ ﺗﺮﺩﻳﺪ ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭ‬
‫ﺍﺻﻴﻞ ﺑﻮﺩﻥ ﺁﻥ ﻭﺍژﻩ ﻳﺎ ﺟﻤﻠﻪ‪ .‬ﻧﻤﻮﻧﻪﻫﺎﻱ ﻣﻮﺭﺩﺗﺮﺩﻳﺪ ﺑﺎ ﮔﻮﻳﺸﻮﺭ‪ ،‬ﺑﺪﻭﻥ ﺩﺍﺩﻥ ﭘﻴﺶﻓﺮﺽ ﺑﻪ ﻭﻱ ﻭ ﺑـﺎ‬
‫ﺩﻗﺖ ﻭ ﺗﻤﺮﻛﺰ ﺑﻴﺸﺘﺮ‪ ،‬ﺑﺎﺯﺁﺯﻣﻮﺩﻩ ﺷﺪﻩ ﻭ ﺳﭙﺲ ﻭﻳﺮﺍﻳﺶ ﺍﻋﻤﺎﻝ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪ -‬ﮔﺎﻩ ﺍﺧﺘﻼﻑﻫﺎﻱ ﺁﻭﺍﻳﻲ ﺍﻧﺪﻛﻲ ﺩﺭ ﺗﻠﻔﻆ ﮔﻮﻳﺸﻮﺭﺍﻥ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻮﺍﺭﺩ‪ ،‬ﺻﻮﺭﺗﻲ ﻛﻪ ﻣﻴﺎﻥ‬
‫ﭘﻴﺮﺗﺮﻫﺎ ﺭﺍﻳﺞ ﺑﻮﺩﻩ )ﻛﻪ ﻣﻌﻤﻮﻻً ﺑﺎ ﺍﺻﻮﻝ ﺯﺑﺎﻥﺷﻨﺎﺳﻲ ﺗﺎﺭﻳﺨﻲ ﺩﺭ ﻳﺎﻓﺘﻦ ﺻﻮﺭﺕ ﺍﺻﻴﻞ ﻭﺍژﻩ ﻫﻤﺎﻫﻨﮓ‬
‫ﺍﺳﺖ( ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺩﺭ ﻏﻴﺮ ﺍﻳﻦ ﺻﻮﺭﺕ ﺁﻧﭽﻪ ﺭﺍﻳﺞﺗﺮ ﺑﻮﺩﻩ‪ ،‬ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪ -‬ﺑﺮﺍﻱ ﻧﻤﻮﻧﻪ ﻣﺘﻦﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﭘﺎﻳﺎﻥ ﺁﻭﺍﻧﻮﻳﺴﻲ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺗﻼﺵ ﺷـﺪﻩ ﺍﺳـﺖ ﺍﺯ ﻫـﺮﺩﻭ ﻃﻴـﻒ‬
‫ﮔﻮﻳﺸﻮﺭ ﻣ‪‬ﺴﻦ ﻭ ﺟﻮﺍﻥ ﻧﻤﻮﻧﻪﺍﻱ ﺑﻴﺎﻳﺪ‪.‬‬
‫‪ -‬ﮔﻮﻳﺸﻮﺭ ﻣﻌﻤﻮﻻً‪ ،‬ﻛﻢ ﻳﺎ ﺯﻳﺎﺩ‪ ،‬ﺍﺯ ﺣﻀﻮﺭ ﭘﮋﻭﻫﺸﮕﺮ‪ ،‬ﺩﻳﺪﻥ ﺩﺳﺘﮕﺎﻩ ﺿﺒﻂ ﻭ ﺁﮔـﺎﻫﻲ ﺍﺯ ﺍﻳـﻦ ﻛـﻪ‬
‫ﺻﺪﺍﻳﺶ ﺿﺒﻂ ﻣﻲﺷﻮﺩ ﻣﺘﺄﺛﺮ ﻣﻲﺷﻮﺩ ﻭ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﺮﺧﻲ ﺻـﻮﺭﺕﻫـﺎﻱ ﻓﺎﺭﺳـﻲﺯﺩﻩ ﻳـﺎ ﻭﺍژﻩﻫـﺎﻱ‬
‫ﻓﺎﺭﺳﻲ ﺭﺍ‪ ،‬ﺑﻪﺟﺎﻱ ﺳﺎﺧﺘﺎﺭﻫﺎ‪ ،‬ﺻﻮﺭﺕﻫﺎﻱ ﺁﻭﺍﻳﻲ ﻭ ﻭﺍژﻩﻫﺎﻱ ﺍﺻﻴﻞ ﺁﻥ ﮔﻮﻳﺶ‪ ،‬ﺑـﻪﻛـﺎﺭ ﺑﺒـﺮﺩ‪ .‬ﻣـﻮﺍﺭﺩ‬
‫ﺍﻳﻦﭼﻨﻴﻨﻲ‪ ،‬ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻧﮕﺎﺭﻧﺪﻩ ﻣﻲﺩﺍﻧﺴﺘﻪ‪ ،‬ﺩﺭ ﻣﺘﻦ ﺁﻭﺍﻧﻮﻳﺴﻲ ﺍﻳﺘﺎﻟﻴﻚ ﺷﺪﻩﺍﻧﺪ ﻭ ﺩﺭ ﭘﺎﻧﻮﺷﺖ‪ ،‬ﺑﺎ ﻳﺎﺭﻱ‬
‫ﮔﻮﻳﺸﻮﺭ‪ ،‬ﺻﻮﺭﺕ ﺍﺻﻴﻞ ﺑﺎﺯﮔﻮ ﺷﺪﻩ ﺍﺳﺖ ‪ .11‬ﻭﺍﻡﻭﺍژﻩﻫﺎ ﻭ ﻣﻮﺍﺭﺩ ﻧﺎﺍﺻﻴﻠﻲ ﻛﻪ ﻛـﺎﻣﻼً ﺭﺍﻳـﺞﺍﻧـﺪ ﻭ ﺟـﺎﻱ‬
‫‪P‬‬ ‫‪P10F‬‬

‫ﺻﻮﺭﺕﻫﺎﻱ ﺍﺻﻴﻞ ﺭﺍ ﮔﺮﻓﺘﻪﺍﻧﺪ‪ ،‬ﺍﻳﺘﺎﻟﻴﻚ ﻧﺸﺪﻩﺍﻧﺪ‪.‬‬

‫‪ -‬ﺗﺮﺟﻤﺔ ﻣﺘﻦﻫﺎ ﺍﻭﻻً ﺗﺎ ﺣﺪ ﺍﻣﻜﺎﻥ ﻟﻔﻈﻲ ﺍﺳﺖ ﺗﺎ ﻣﻘﺎﻳﺴﻪ ﻭ ﻓﻬﻢ ﻣﺘﻦ ﺍﺻﻠﻲ ﺁﺳﺎﻥ ﺷﻮﺩ ﻭ ﺩﻭﻣـﺎً‬
‫ﻧﺰﺩﻳﻚ ﺑﻪ ﻓﺎﺭﺳﻲ ﮔﻔﺘﺎﺭﻱ ﺍﺳﺖ ﻛﻪ ﺑﺮﺍﻱ ﺗﺮﺟﻤﺔ ﮔﻮﻳﺶ ﻣﺘﻨﺎﺳﺐﺗﺮ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﮔﺎﻩ ﻭﺍژﻩﻫﺎﻱ ﻛﻬﻦﺗـﺮ‬

‫‪ .11‬ﮔﻔﺘﻨﻲ ﺍﺳﺖ ﺩﺭ ﺑﺨﺶ ﻣﺘﻦﻫﺎ ﮔﺎﻩ ﺟﻤﻠﻪ ﻳﺎ ﺗﺮﺍﻧﺔ ﺗﺮﺟﻴﻊ ﺩﺭ ﻣﺘﻞ‪/‬ﻗﺼﻪ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﻪ ﺯﺑﺎﻧﻲ ﺩﻳﮕﺮ ﮔﻔﺘﻪ ﺷﻮﺩ‬
‫)ﻗﺲ‪ :‬ﭘﺎﻧﻮﺷﺖ ‪ 8‬ﺩﺭ ﺑﺨﺶ »ﺭﺍﻫﻜﺎﺭﻫﺎﻱ ﺗﺠﺮﺑﻲ«(‪ .‬ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﻧﻴﺰ ﺍﻳﺘﺎﻟﻴﻚ ﺷﺪﻩﺍﻧﺪ‪ ،‬ﺍﻣﺎ ﺑﺎﻳﺪ ﺗﻮﺟﻪ ﺩﺍﺷﺖ ﻛﻪ ﺍﻳﻦﻫﺎ‬
‫ﺁﮔﺎﻫﺎﻧﻪﺍﻧﺪ ﻭ ﺟﺰء ﺧﻮﺩ ﺁﻥ ﻗﺼﻪﺍﻧﺪ ﻭ ﻣﺘﻔﺎﻭﺕﺍﻧﺪ ﺑﺎ ﺁﻧﭽﻪ ﻣﺘﺄﺛﺮ ﺍﺯ ﻋﻮﺍﻣﻞ ﺧﺎﺭﺟﻲ ﻭﺍﺭﺩ ﺯﺑﺎﻥ ﮔﻮﻳﺸﻮﺭ ﻣﻲﺷﻮﺩ‪.‬‬
‫‪21‬‬ ‫ﻧﻜﺎﺗﻲ ﺩﺭﺑﺎﺭﺓ ﺷﻴﻮﺓ ﻛﺎﺭ ﺩﺭ ﻫﺮ ﺑﺨﺶ‬

‫ﻧﻴﺰ ﺑﺮﺍﻱ ﻟﻔﻈﻲﺗﺮ ﺷﺪﻥ ﺗﺮﺟﻤﻪ‪ ،‬ﺑﻪﻛﺎﺭ ﺭﻓﺘﻪ ﺍﺳﺖ؛ ﻣﺎﻧﻨﺪ »ﺟﺎﻣﻪ« ﺑﺮﺍﻱ ‪ ĵo:ma‬ﺩﺭ ﻟﺮﻱ ﺳﮕﻮﻧﺪ‪.‬‬
‫‪ -‬ﺩﺭ ﺁﻭﺍﻧﻮﻳﺴﻲ ﻭﺍژﻩﻫﺎ‪ ،‬ﺟﻤﻠﻪﻫﺎ ﻭ ﻣﺘﻦﻫﺎ ﺍﺯ ﻫﻤﺎﻥ ﻧﺸﺎﻧﻪﻫﺎﻱ ﭘﻴﺸـﻨﻬﺎﺩﻱ ﻓﺮﻫﻨﮕﺴـﺘﺎﻥ ﺯﺑـﺎﻥ ﻭ‬
‫ﺍﺩﺏ ﻓﺎﺭﺳﻲ ﺍﺳﺘﻔﺎﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺗﻨﻬﺎ ﺑﺮﺍﻱ ﺁﻭﺍﻧﻮﻳﺴﻲ ﺑﺮﺧﻲ ﺁﻭﺍﻫﺎ‪ ،‬ﻧﺎﭼﺎﺭ ﻧﺸـﺎﻧﻪﻫـﺎﻳﻲ ﺍﻓـﺰﻭﺩﻩ ﺷـﺪﻩ‬
‫ﺍﺳﺖ؛ ﻣﺎﻧﻨﺪ ﻧﺸﺎﻧﺔ ̑ ﺭﻭﻱ ﻫﻤﺨﻮﺍﻥ )ﻣﺎﻧﻨﺪ ̑‪ (n‬ﺑﺮﺍﻱ ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﻛﺎﻣﻲﺷﺪﮔﻲ‪.‬‬
‫‪ -‬ﺑﻪﻭﻳﮋﻩ ﺩﺭﻣﻮﺭﺩ ﻓﻌﻞ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﮔﻮﻳﺸﻮﺭ ﺻﻮﺭﺗﻲ ﻛﻮﺗﺎﻩﺷﺪﻩ ﺭﺍ ﺑﻪﺟﺎﻱ ﺻﻮﺭﺕ ﻛﺎﻣﻞ ﺑـﻪﻛـﺎﺭ‬
‫ﺑﺒﺮﺩ‪ .‬ﺩﺭ ﺁﻭﺍﻧﻮﻳﺴﻲ ﺑﺨﺶ ﻭﺍژﻩﻫﺎ‪ ،‬ﺟﻤﻠﻪﻫﺎ ﻭ ﺗﺎ ﺍﻧﺪﺍﺯﻩﺍﻱ ﻣﺘﻦﻫﺎ‪ ،‬ﺳﻌﻲ ﺷﺪﻩ ﺍﺳﺖ ﺻﻮﺭﺕ ﻛﺎﻣﻞ ﻣﺒﻨـﺎ‬
‫ﻗﺮﺍﺭ ﮔﻴﺮﺩ ﻭ ﺍﮔﺮ ﺻﻮﺭﺕ ﻛﻮﺗﺎﻩﺷﺪﻩ ﻧﻴﺰ ﺭﻭﺍﺝ ﻛﺎﻣﻞ ﺩﺍﺭﺩ‪ ،‬ﺑﺨﺸﻲ ﻛﻪ ﮔﺎﻩ ﺗﻠﻔﻆ ﻧﻤﻲﺷـﻮﺩ ﻭ ﻣـﻲﺗﻮﺍﻧـﺪ‬
‫ﺣﺬﻑ ﺷﻮﺩ‪ ،‬ﺩﺭﻭﻥ ﻛﻤﺎﻥ ﺁﻣﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﺜﻼً ‪ go:(δ-e)n‬ﺑﺨﺘﻴﺎﺭﻱ ﺑﺮﺍﺑﺮ ﺍﺳﺖ ﺑﺎ ‪ go:δ-en‬ﻭ ‪.go:-n‬‬
‫‪ -‬ﺗﻼﺵ ﺷﺪﻩ ﺍﺳﺖ ﻫﻤﺔ ﺍﺟﺰﺍء‪/‬ﭘﺎﺭﻩﻫﺎﻱ ﺩﺳﺘﻮﺭﻱ ﺷﺎﻣﻞ ﻭﺍژﻩﻫﺎﻱ ﻣﺴﺘﻘﻞ‪ ،‬ﻭﻧﺪﻫﺎ ﻭ ﺷﻨﺎﺳﻪﻫﺎﻱ‬
‫ﻓﻌﻠﻲ‪ ،‬ﺩﺭ ﺁﻭﺍﻧﻮﻳﺴﻲ ﺑﺎ ﺧﻂ ﺗﻴﺮﻩ ﺟﺪﺍ ﺷﻮﻧﺪ‪.‬‬
‫‪ -‬ﻧﺸﺎﻧﺔ ; ﺑﺮﺍﻱ ﺟﺪﺍ ﻛﺮﺩﻥ ﻭﺍژﻩﻫﺎﻱ ﻣﺴﺘﻘﻞ‪ ،‬ﻧﺸﺎﻧﺔ ‪ /‬ﺩﺭ ﻣﻌﻨﻲ »ﻳﺎ« ﻣﻴﺎﻥ ﺩﻭ ﺁﻭﺍ ﻳـﺎ ﺩﻭ ﻭﺍژﻩ‪ ،‬ﻭ‬
‫ﻧﺸﺎﻧﺔ – ﺑﺮﺍﻱ ﺟﺪﺍ ﻛﺮﺩﻥ ﭘﺎﺭﻩﻫﺎﻱ ﺩﺳﺘﻮﺭﻱ ﺑﻪﻛﺎﺭ ﺭﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺑﺨﺸﻲ ﻛﻪ ﻭﺍژﻩ ﺑﺎ ﻭ ﺑـﺪﻭﻥ ﺁﻥ ﺗﻠﻔـﻆ‬
‫ﻣﻲﺷﻮﺩ‪ ،‬ﺩﺭﻭﻥ )( ﻭ ﻭﺍژﻩ ﻳﺎ ﻋﺒﺎﺭﺗﻲ ﻛﻪ ﺩﺭ ﻣﺘﻦ ﺍﺻﻠﻲ‪/‬ﺁﻭﺍﻧﻮﻳﺴﻲ ﻧﻴﺴﺖ ﻭ ﺑﺮﺍﻱ ﺭﻭﺷﻦﺗﺮ ﺷﺪﻥ ﻣﻌﻨﻲ‬
‫ﺑﻪ ﺗﺮﺟﻤﻪ ﺍﻓﺰﻭﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ﺩﺭﻭﻥ >< ﻣﻲﺁﻳﺪ‪ .‬ﺑﺮﺧﻼﻑ ﺁﻥ‪ ،‬ﻭﺍژﻩ ﻳﺎ ﻋﺒﺎﺭﺕ ﺯﺍﺋﺪﻱ ﻛـﻪ ﮔﻮﻳﺸـﻮﺭ ﺩﺭ‬
‫ﻧﺘﻴﺠﺔ ﻟﻐﺰﺵﻫﺎﻱ ﻣﻌﻤﻮﻝ ﮔﻔﺘﺎﺭ‪ ،‬ﺑﻪ ﺯﺑﺎﻥ ﺁﻭﺭﺩﻩ ﻭ ﺩﺭ ﻣـﺘﻦ ﺍﺻﻠﻲ‪/‬ﺁﻭﺍﻧﻮﻳﺴـﻲ ﻫﺴـﺖ‪ ،‬ﺩﺭ ﺁﻭﺍﻧﻮﻳﺴـﻲ‬
‫ﺩﺭﻭﻥ <> ﻣﻲﺁﻳﺪ‪ ،‬ﺍﻣﺎ ﺩﺭ ﺗﺮﺟﻤﻪ ﺑﺎﺯﮔﻮ ﻧﻤﻲﺷﻮﺩ‪.‬‬

‫ﺳﭙﺎﺳﮕﺰﺍﺭﻱ‬
‫ﺳﭙﺎﺳﮕﺰﺍﺭﻱ ﺍﺯ ﻳﻚﻳﻚ ﮔﻮﻳﺸﻮﺭﺍﻥ ﻭ ﺫﻛﺮ ﻣﻬﻤﺎﻥﻧﻮﺍﺯﻱﻫﺎ ﻭ ﭘﺸـﺘﻴﺒﺎﻧﻲﻫﺎﻳﺸـﺎﻥ‪ ،‬ﺧـﻮﺩ ﻳـﻚ ﻛﺘـﺎﺏ‬
‫ﺟﻮﻫﺮﻱ ﻣﻲﺧﻮﺍﻫﺪ ﻭ ﻣﻤﻜﻦ ﺍﺳﺖ ﺣﺎﻓﻈﻪ ﻳﺎﺭﻱ ﻧﻜﻨﺪ ﻭ ﻧﺎﻡ ﻭ ﺯﺣﻤﺖ ﻛﺴﻲ ﺍﺯ ﻗﻠﻢ ﺑﻴﻔﺘﺪ ﻳـﺎ ﭼﻨﺎﻧﻜـﻪ‬
‫ﺷﺎﻳﺴﺘﻪ ﺍﺳﺖ‪ ،‬ﻭﺻﻒ ﻧﺸﻮﺩ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﺳﭙﺎﺳﮕﺰﺍﺭ ﻣﺤﺒﺖ ﻫﻤﺔ ﺁﻧﻬﺎﺳﺖ ﻛـﻪ ﺑـﺎ ﺷـﻜﻴﺒﺎﻳﻲ ﻭ ﻫـﻮﺵ ﻭ‬
‫ﺗﻴﺰﻭﻳﺮﻳﺸﺎﻥ ﻳﺎﻭﺭ ﺍﻧﺠﺎﻡ ﺍﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺑﻮﺩﻩﺍﻧﺪ‪ .‬ﺍﻣﻴﺪ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﺳﻴﺎﻩﻣﺸﻖ ﺍﺛﺮﻱ ﺍﻧﺪﻙ ﺩﺭ ﭘﺎﻳـﺪﺍﺭﻱ‬
‫ﺍﻳﻦ ﺯﺑﺎﻥ‪/‬ﮔﻮﻳﺶﻫﺎ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﻭ ﮔﺎﻡ ﻛﻮﭼﻜﻲ ﺩﺭ ﭘﮋﻭﻫﺶ ﺩﺭﺯﻣﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺑﻪ ﺷﻤﺎﺭ ﺁﻳـﺪ‬
‫ﻭ ﭘﮋﻭﻫﺸﮕﺮ ﻭ ﮔﻮﻳﺸﻮﺭ‪ ،‬ﻫﺮﺩﻭ‪ ،‬ﺧﻄﺎﻫﺎ ﻭ ﻛﺎﺳﺘﻲﻫﺎﻱ ﺁﻥ ﺭﺍ ﻫـﻢ ﮔﻮﺷـﺰﺩ ﻛﻨﻨـﺪ ﻭ ﻫـﻢ ﺑـﺮ ﻧﮕﺎﺭﻧـﺪﻩ‬
‫ﺑﺒﺨﺸﺎﻳﻨﺪ ‪.12‬‬
‫‪P‬‬ ‫‪P1F‬‬

‫ﺳﻠﻤﺎﻥ ﻋﻠﻲﻳﺎﺭﻱ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬

‫ﺗﻬﺮﺍﻥ‪ ،‬ﺯﻣﺴﺘﺎﻥ ‪1394‬‬

‫‪12. aliyari.ba.s@gmail.com‬‬
‫ﻣﻌﺮﻓﻲ ﻣﻨﺎﻃﻖ ﻭ ﻃﺎﻳﻔﻪﻫﺎﻱ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ‬
 ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬
‫‪13‬‬
‫‪» Haflang‬ﻫﻔﺖﻟﻨﮓ« ﻳﻜﻲ ﺍﺯ ﺩﻭ ﺍﻳﻞ ﺑﺰﺭگ‪ ،‬ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﻭ ﭘﺮﺟﻤﻌﻴﺖ ﻟﺮ ﺑﺨﺘﻴﺎﺭﻱ ﺍﺳﺖ ﻛﻪ‬
‫‪P‬‬ ‫‪P12F‬‬

‫ﺑﻴﺸﺘﺮ ﺩﺭ ﺧﻮﺯﺳﺘﺎﻥ ﺳﺎﻛﻦ ﻭ ﻛﻮﭼﺮﻭﻧﺪ ‪ 14‬ﻭ ﮔﻮﻳﺶ ﺍﻳﺸﺎﻥ ﺩﺭ ﺯﻣﺮﺓ ﮔﻮﻳﺶﻫﺎﻱ ﺟﻨﻮﺑﻲ ‪ 15‬ﺯﺑﺎﻥ ﻟﺮﻱ‬
‫‪P‬‬ ‫‪P14F‬‬ ‫‪P‬‬ ‫‪P13F‬‬

‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﭘﮋﻭﻫﺶ‪ ،‬ﺑﻪﻃﻮﺭ ﻣﺸﺨﺺ‪ ،‬ﮔﻮﻳﺶ ﻫﻔﺖﻟﻨﮓ ﻣﺮﺩﻡ ﻣﻨﻄﻘﺔ ‪Qale-Sard‬‬
‫»ﻗﻠﻌﻪﺳﺮﺩ« ﺩﺭ ﺣﺪﻭﺩ ‪ 3‬ﻛﻴﻠﻮﻣﺘﺮﻱ ﻏﺮﺏ ﺩﻫﺪﺯ )ﺑﺮ ﺳﺮ ﺭﺍﻩ ﺩﻫﺪﺯ ﺑﻪ ﺍﻳﺬﻩ( ﺩﺭ ﺍﺳﺘﺎﻥ ﺧﻮﺯﺳﺘﺎﻥ‬
‫ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﻮﺍﺩ ﮔﻮﻳﺸﻲ ﺑﻴﺸﺘﺮ ﺍﺯ ﺭﻭﺳﺘﺎﻱ ‪» Kelimolk‬ﻛ‪‬ﻠﻴﻤ‪‬ﻠﻚ« ﺩﺭ ﺑﺨﺶ ﺩ‪‬ﻫﺪ‪‬ﺯ‬
‫ﺷﻬﺮﺳﺘﺎﻥ ﺍﻳﺬﻩ ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻫﺎﻟﻲ ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﻟﺮﻫﺎﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ ﻭ ﺍﺯ ﻃﺎﻳﻔﺔ‬
‫‪» Owrek‬ﺍُﻭﺭِﻙ«‪ ،‬ﺗﻴﺮﺓ »ﻗﻠﻌﻪﺳﺮﺩﻱ«ﺍﻧﺪ‪.‬‬
‫ﻭﺑﮕﺎﻩ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻨﺎﺑﺮ ﺳﺮﺷﻤﺎﺭﻱ ﺳﺎﻝ ‪ ،1390‬ﺟﻤﻌﻴﺖ ﻛﻠﻴﻤﻠﻚ ﺭﺍ ‪ 120‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪561‬‬
‫ﻧﻔﺮ ﮔﺰﺍﺭﺵ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺩﺍﺭﺍﻱ ﻣﺪﺭﺳﺔ ﺍﺑﺘﺪﺍﻳﻲ‪ ،‬ﺭﺍﻫﻨﻤﺎﻳﻲ ﻭ ﺩﺑﻴﺮﺳﺘﺎﻥ‪ ،‬ﺧﺎﻧﺔ ﺑﻬﺪﺍﺷﺖ‪،‬‬
‫ﺩﺭﻣﺎﻧﮕﺎﻩ‪ ،‬ﺁﺏ‪ ،‬ﺑﺮﻕ‪ ،‬ﮔﺎﺯ ﻭ ﺗﻠﻔﻦ ﺍﺳﺖ ﻭ ﭘﻴﺸﺔ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺭﻭﺳﺘﺎ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺩﺍﻣﺪﺍﺭﻱ ﺍﺳﺖ‪ .‬ﺩﻳﮕﺮ‬
‫ﺭﻭﺳﺘﺎﻫﺎﻱ ﻣﻨﻄﻘﺔ ﻗﻠﻌﻪﺳﺮﺩ‪ ،‬ﺷﺎﻣﻞ ﺩﻩﻛﻴﺎﻥ‪ ،‬ﺳﺮﻣﺴﺠﺪ‪ ،‬ﺩﺭﺍﺯﺩﺭ‪‬ﻩ ﻭ ﭼِﻠﻴﺴﺎﺩ ﻧﻴﺰ ﺍﺯ ﺍﻳﻞ ﻫﻔﺖﻟﻨﮓ ﺗﻴﺮﺓ‬
‫ﻗﻠﻌﻪﺳﺮﺩﻱﺍﻧﺪ ﻭ ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﻳﻜﺴﺎﻥ ﺍﺯ ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ ‪.16‬‬
‫‪F 15‬‬

‫‪ .13‬ﺍﻳﻞ ﺑﺰﺭگ ﺩﻳﮕﺮ ﺑﺨﺘﻴﺎﺭﻱ ﺑﻪ ‪» Čâlang‬ﭼﻬﺎﺭﻟﻨﮓ« ﻣﻮﺳﻮﻡ ﺍﺳﺖ‪.‬‬

‫‪ .14‬ﺍﻟﺒﺘﻪ ﻳﻴﻼﻕ ﺍﻳﺸﺎﻥ ﺑﻴﺸﺘﺮ ﺩﺭ ﺍﺳﺘﺎﻥ ﭼﻬﺎﺭﻣﺤﺎﻝ ﻭ ﺑﺨﺘﻴﺎﺭﻱ ﺍﺳﺖ‪.‬‬
‫‪ .15‬ﮔﻮﻳﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺯﺑﺎﻥ ﻟﺮﻱ ﺭﺍ ﺑﻨﺎﺑﺮ ﺟﺎﻳﮕﺎﻫﺸﺎﻥ ﺩﺭ ﺟﻐﺮﺍﻓﻴﺎﻱ ﺯﺑﺎﻥ ﻟﺮﻱ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺷﻤﺎﻟﻲ ﻭ ﺟﻨﻮﺑﻲ‬
‫ﺩﺳﺘﻪﺑﻨﺪﻱ ﻛﺮﺩ‪ .‬ﮔﻮﻳﺶﻫﺎﻱ ﻟﺮﻱ ﺷﻤﺎﻟﻲ ﺩﺭ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ‪ ،‬ﺟﻨﻮﺏ ﺍﺳﺘﺎﻥ ﻫﻤﺪﺍﻥ ﻭ ﻣﺮﻛﺰﻱ‪ ،‬ﺷﺮﻕ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ‪،‬‬
‫ﺟﻨﻮﺏ ﺷﺮﻕ ﺍﺳﺘﺎﻥ ﺍﻳﻼﻡ ﻭ ﺷﻤﺎﻝ ﻏﺮﺏ ﺍﺳﺘﺎﻥ ﺧﻮﺯﺳﺘﺎﻥ ﻭ ﮔﻮﻳﺶﻫﺎﻱ ﻟﺮﻱ ﺟﻨﻮﺑﻲ )ﺷﺎﻣﻞ ﺑﺨﺘﻴﺎﺭﻱ‪ ،‬ﻣﻤﺴﻨﻲ‪،‬‬
‫ﻛﻬﻜﻴﻠﻮﻳﻪﺍﻱ‪ ،‬ﺑﻮﻳﺮﺍﺣﻤﺪﻱ ﻭ ﮔﻮﻳﺶﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺁﻥﻫﺎ( ﺩﺭ ﺍﺳﺘﺎﻥﻫﺎﻱ ﻛﻬﻜﻴﻠﻮﻳﻪ ﻭ ﺑﻮﻳﺮﺍﺣﻤﺪ‪ ،‬ﭼﻬﺎﺭﻣﺤﺎﻝ ﻭ ﺑﺨﺘﻴﺎﺭﻱ‪،‬‬
‫ﺧﻮﺯﺳﺘﺎﻥ‪ ،‬ﻓﺎﺭﺱ‪ ،‬ﻟﺮﺳﺘﺎﻥ ﻭ ﺍﺻﻔﻬﺎﻥ ﺭﻭﺍﺝ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﺩﻭ ﮔﺮﻭﻩ‪ ،‬ﮔﺬﺷﺘﻪ ﺍﺯ ﻫﻤﺴﺎﻧﻲﻫﺎﻱ ﻛﻠﻲ‪ ،‬ﺑﺮﺧﻲ ﺗﻤﺎﻳﺰﻫﺎﻱ ﺁﻭﺍﻳﻲ‪،‬‬
‫ﺳﺎﺧﺘﺎﺭﻱ ﻭ ﻭﺍژﮔﺎﻧﻲ ﻣﺸﺨﺺ ﻧﻴﺰ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺩﺍﺭﻧﺪ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﭘﻴﺶﺗﺮ ﻋﻨﻮﺍﻥ »ﻟﺮﻱ ﻓﻴﻠﻲ« ﺭﺍ ﺩﺭ ﻣﻘﺎﻟﺔ »ﻣﻘﺎﻳﺴﺔ ﭘﺴﻮﻧﺪﻫﺎﻱ‬
‫ﺳﺎﺯﻧﺪﺓ ﻓﻌﻞ ﻣﺠﻬﻮﻝ ﻭ ﻻﺯﻡ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﻣﻴﺎﻧﻪ )ﭘﻬﻠﻮﻱ( ﻭ ﻟﺮﻱ ﻓﻴﻠﻲ‪ ،‬ﻧﺎﻣﺔ ﺍﻳﺮﺍﻥ ﺑﺎﺳﺘﺎﻥ‪ ،‬ﺳﺎﻝ ﻳﺎﺯﺩﻫﻢ‪ ،‬ﺷﻤﺎﺭﺓ ﺍﻭﻝ ﻭ‬
‫ﺩﻭﻡ‪ «134-129 :1390 ،‬ﺑﻪﻛﺎﺭ ﺑﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻛﺎﺭﺑﺮﺩ ﺍﺻﻄﻼﺡ »ﻓﻴﻠﻲ« ﺍﻟﺒﺘﻪ ﺑﺮﺍﻱ ﻟﺮﻱ ﺷﻤﺎﻟﻲ ﻣﻌﻤﻮﻝ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﭼﻪ ﺍﻳﻦ‬
‫ﻋﻨﻮﺍﻥ ﺑﻪ ﻟﺤﺎﻅ ﺗﺎﺭﻳﺨﻲ ﺩﺭﺳﺖ ﺑﻮﺩﻩ ﺑﺎﺷﺪ ﻳﺎ ﻧﻪ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺍﻣﺮﻭﺯ ﺑﻪﻛﺎﺭ ﻧﺮﻭﺩ‪ ،‬ﭼﺮﺍ ﻛﻪ ﻇﺎﻫﺮﺍً ﺍﻳﻞ‪/‬ﻃﺎﻳﻔﺔ ﻓﻴﻠﻲ )ﺩﺭ ﺍﺳﺘﺎﻥ‬
‫ﺍﻳﻼﻡ( ﺗﻨﻬﺎ ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﺍﺯ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ ﻭ ﮔﻮﻳﺸﻮﺭ ﻟﺮﻱ‪ ،‬ﭼﻪ ﺩﺭ ﻟﺮﺳﺘﺎﻥ ﻭ ﭼﻪ ﺩﺭ ﺍﻳﻼﻡ‪ ،‬ﻧﺪﺍﺭﺩ‪.‬‬
‫‪ .16‬ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭ ﺁﻏﺎﺯ ﻛﺎﺭ ﺁﺷﻨﺎﻳﻲ ﺧﻮﺑﻲ ﺑﺎ ﻣﻨﻄﻘﻪ ﻧﺪﺍﺷﺖ ﻭ ﺩﺭ ﺍﻭﺍﺧﺮ ﻛﺎﺭ ﻣﺘﻮﺟﻪ ﺷﺪ ﻛﻪ ﺩﺭ ﺟﺎﻫﺎﻱ ﺩﻳﮕﺮ ﺍﺯ ﺭﻭﺳﺘﺎﻫﺎﻱ‬
‫ﺩﻫﺪﺯ ﻭ ﺍﻳﺬﻩ ﻣﻲﺗﻮﺍﻥ ﺻﻮﺭﺕﻫﺎﻱ ﻛﻬﻦﺗﺮﻱ ﺭﺍ ﺍﺯ ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ ﻳﺎﻓﺖ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪26‬‬

‫ﻣﻮﻗﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﻛ‪‬ﻠﻴﻤ‪‬ﻠﻚ )ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ(‬

‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬
‫»ﺩﺭﻩﺟﻮﺯﺍﻥ« ﻛﻪ ﺑﻮﻣﻴﺎﻥ ﺁﻥ ﺭﺍ )‪ Daraĵǝwzo(n‬ﻣﻲﺧﻮﺍﻧﻨﺪ‪ ،‬ﻣﻨﻄﻘﻪﺍﻱ ﻛﻮﻫﭙﺎﻳﻪﺍﻱ ﺍﺳﺖ ﺩﺭ ﺷﺮﻕ‬
‫ﺷﻬﺮﺳﺘﺎﻥ ﻣﻼﻳﺮ‪ ،‬ﺩﺭ ﺍﺳﺘﺎﻥ ﻫﻤﺪﺍﻥ ﻛﻪ ﺗﺎ ﺭﻭﺳﺘﺎﻫﺎﻱ ﻣﻨﻄﻘﺔ ‪» Čar̊â‬ﭼﺮﺭﺍ«‪ ،‬ﺑﺨﺶ »ﺧُﻨﺪﺍﺏ« ﺩﺭ‬
‫ﺟﻨﻮﺏ ﺷﻬﺮ ﺍﺭﺍﻙ ﺍﻣﺘﺪﺍﺩ ﻣﻲﻳﺎﺑﺪ ﻭ ﺑﻦﺑﺴﺘﻲ ﻛﻮﻫﺴﺘﺎﻧﻲ ﺁﻥ ﺭﺍ ﺍﺯ ﺭﻭﺳﺘﺎﻫﺎﻱ ﻣﺬﻛﻮﺭ ﺟﺪﺍ ﻣﻲﻛﻨﺪ‪.‬‬
‫ﻣﺮﺩﻡ ﺍﻳﻦ ﻣﻨﻄﻘﻪ ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﺍﺯ ﮔﻮﻳﺶﻫﺎﻱ ﺷﻤﺎﻟﻲ ‪ 17‬ﺯﺑﺎﻥ ﻟﺮﻱ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ ﻛﻪ ﻧﺰﺩﻳﻜﻲ‬
‫‪P‬‬ ‫‪P16F‬‬

‫ﺑﻴﺸﺘﺮﻱ ﺑﺎ ﮔﻮﻳﺶﻫﺎﻱ ﻟﺮﻱ ﺷﻤﺎﻟﻲ ﺭﺍﻳﺞ ﺩﺭ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺍﺭﺍﻙ‪ ،‬ﺗﻮﻳﺴﺮﻛﺎﻥ‪ ،‬ﻧﻬﺎﻭﻧﺪ‪ ،‬ﺑﺮﻭﺟﺮﺩ ﻭ ‪ ...‬ﻭ‬
‫ﻧﺰﺩﻳﻜﻲ ﻛﻤﺘﺮﻱ ﺑﺎ ﮔﻮﻳﺶﻫﺎﻱ ﻟﺮﻱ ﺷﻤﺎﻟﻲ ﺭﺍﻳﺞ ﺩﺭ ﺍﻳﻼﻡ‪ ،‬ﺧﻮﺯﺳﺘﺎﻥ ﻭ ﻣﺮﻛﺰ ﻭ ﺟﻨﻮﺏ ﻟﺮﺳﺘﺎﻥ‪،‬‬
‫ﻣﺎﻧﻨﺪ ﭼﮕﻨﻲ‪ ،‬ﺳﮕﻮﻧﺪ‪ ،‬ﭘﺎﭘﻲ ﻭ ‪ ...‬ﺩﺍﺭﺩ‪ .‬ﺩﺳﺘﺔ ﻧﺨﺴﺖ ﻛﻪ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ ﺭﺍ ﻧﻴﺰ ﺷﺎﻣﻞ ﻣﻲﺷﻮﺩ‪ ،‬ﺩﺭ‬
‫ﻣﺮﺯﻫﺎﻱ ﺷﻤﺎﻟﻲ ﺟﻐﺮﺍﻓﻴﺎﻱ ﺯﺑﺎﻥ ﻟﺮﻱ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ ﻭ ﺑﻪﻧﺴﺒﺖ ﺩﺳﺘﺔ ﺩﻭﻡ‪ ،‬ﺑﻴﺸﺘﺮ ﺍﺯ ﻓﺎﺭﺳﻲ ﻣﺘﺄﺛﺮ‬
‫ﺷﺪﻩﺍﻧﺪ‪ ،‬ﺍﻣﺎ ﺑﻪﻭﻳﮋﻩ ﺩﺭ ﻋﺮﺻﺔ ﻭﺍژﮔﺎﻧﻲ‪ ،‬ﮔﺎﻩ ﺗﻔﺎﻭﺕﻫﺎﻳﻲ ﺑﺎ ﺩﺳﺘﺔ ﻧﺨﺴﺖ ﻧﺸﺎﻥ ﻣﻲﺩﻫﻨﺪ ﻛﻪ ﻣﻲﺑﺎﻳﺪ‬
‫ﻣﺴﺘﻘﻞ ﺍﺯ ﺗﺄﺛﻴﺮﭘﺬﻳﺮﻱ ﻣﺬﻛﻮﺭ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﭘﮋﻭﻫﺶ‪ ،‬ﺑﻪﻃﻮﺭ ﻣﺸﺨﺺ‪ ،‬ﮔﻮﻳﺶ ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ ﻣﺮﺩﻡ‬
‫ﺭﻭﺳﺘﺎﻱ ‪» Bolqoni‬ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ« ﺍﺯ ﺩﻫﺴﺘﺎﻥ »ﺟﻮﺯﺍﻥ«‪ ،‬ﺑﺨﺶ ﻣﺮﻛﺰﻱ‪ ،‬ﺷﻬﺮﺳﺘﺎﻥ ﻣﻼﻳﺮ ﮔﺮﺩﺁﻭﺭﻱ‬
‫ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪ .17‬ﺑﺮﺍﻱ ﺗﻮﺿﻴﺢ ﺍﺻﻄﻼﺡ »ﻟﺮﻱ ﺷﻤﺎﻟﻲ« ﻧﻚ‪ :‬ﭘﺎﻧﻮﺷﺖ ‪ 15‬ﺩﺭ ﻣﻌﺮﻓﻲ ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‪.‬‬
 ‫‪27‬‬ ‫ﻣﻌﺮﻓﻲ ﻣﻨﺎﻃﻖ ﻭ ﻃﺎﻳﻔﻪﻫﺎﻱ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ‬

‫ﻭﺑﮕﺎﻩ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻨﺎﺑﺮ ﺳﺮﺷﻤﺎﺭﻱ ﺳﺎﻝ ‪ ،1390‬ﺟﻤﻌﻴﺖ ﺑﺎﺑﻠﻘﺎﻧﻲ ﺭﺍ ‪ 253‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 883‬ﻧﻔﺮ‬
‫ﮔﺰﺍﺭﺵ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺩﺍﺭﺍﻱ ﻣﺪﺭﺳﺔ ﺍﺑﺘﺪﺍﻳﻲ ﻭ ﺭﺍﻫﻨﻤﺎﻳﻲ‪ ،‬ﺧﺎﻧﺔ ﺑﻬﺪﺍﺷﺖ‪ ،‬ﺁﺏ‪ ،‬ﺑﺮﻕ‪ ،‬ﮔﺎﺯ ﻭ‬
‫ﺗﻠﻔﻦ ﺍﺳﺖ ﻭ ﭘﻴﺸﺔ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺁﻥ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺩﺍﻣﺪﺍﺭﻱ ﺍﺳﺖ‪ .‬ﺑﻴﺸﺘﺮ ﺟﻤﻌﻴﺖ ﺭﻭﺳﺘﺎ ﺭﺍ ﭼﻬﺎﺭ‬
‫ﺗﻴﺮﻩ‪/‬ﻃﺎﻳﻔﺔ ﻋﻠﻲﻳﺎﺭﻱ‪ ،‬ﻓَﺮﻏُﺬﺍﺭﻱ‪ ،‬ﺑﻴﺎﺕ ﻭ ﻣﻮﺳﻮﻱ ﺗﺸﻜﻴﻞ ﻣﻲﺩﻫﻨﺪ ﻛﻪ ﻫﻤﮕﻲ ﺑﻪ ﮔﻮﻳﺸﻲ ﻭﺍﺣﺪ‬
‫ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ‪ ،‬ﺍﻣﺎ ﻣﺸﺨﺺ ﻧﻴﺴﺖ ﻛﻪ ﺑﺮﺁﻣﺪﻩ ﺍﺯ ﻃﺎﻳﻔﻪ‪/‬ﺍﻳﻠﻲ ﻭﺍﺣﺪ ﺑﻮﺩﻩﺍﻧﺪ ﻳﺎ ﻧﻪ ‪ .18‬ﺟﺰ ﻣﺮﺩﻡ‬
‫‪P‬‬ ‫‪P17F‬‬

‫ﺭﻭﺳﺘﺎﻱ »ﻣﺎﻧﻴﺰﺍﻥ« ﻛﻪ ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﺍﺯ ﺗﺮﻛﻲ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ‪ ،‬ﺩﻳﮕﺮ ﺭﻭﺳﺘﺎﻫﺎﻱ ﻣﻨﻄﻘﺔ ﺩﺭﻩﺟﻮﺯﺍﻥ‪،‬‬
‫ﺷﺎﻣﻞ ﮔﻤﺎﺳﺎ‪ ،‬ﻗﻠﻌﻪﺑﺎﺑﺎﺧﺎﻥ )ﺣﺼﺎﺭ ﺑﺎﺑﺎﺧﺎﻥ(‪ ،‬ﺗﻮﺳﻚ‪ ،‬ﻛﻬﺮﻳﺰ‪ ،‬ﻛﻠﻪﺑﻴﺪ‪ ،‬ﻓَﺮﻭ‪‬ﺯ‪ ،‬ﺍ‪‬ﺯﻧﺎﻭﻟﻪ‪ ،‬ﺟﻮﺭﺍﺏ ﻭ ‪...‬‬
‫ﻫﻤﮕﻲ ﺑﻪ ﻟﻬﺠﻪﻫﺎﻱ ﺩﻳﮕﺮ ﺍﻳﻦ ﮔﻮﻳﺶ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ‪ .‬ﺗﻔﺎﻭﺕ ﺗﻠﻔﻈﻲ ﻭ ﻭﺍژﮔﺎﻧﻲ ﻣﻴﺎﻥ ﺍﻳﻦ ﻟﻬﺠﻪﻫﺎ‬
‫ﺍﻧﺪﻙ‪ ،‬ﺍﻣﺎ ﺑﺎﺭﺯ ﻭ ﺑﺮﺍﻱ ﺧﻮﺩ ﮔﻮﻳﺸﻮﺭﺍﻥ ﻧﻴﺰ ﺁﺷﻜﺎﺭ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﺍﺣﺘﻤﺎﻻً ﻓﻘﻂ ﺭﻭﺳﺘﺎﻱ ﮔﻤﺎﺳﺎ ﻭ‬
‫ﺷﺎﻳﺪ ﻛﻬﺮﻳﺰ ﻭ ﻛﻠﻪﺑﻴﺪ ﻧﻴﺰ‪ ،‬ﺑﻪﻧﺴﺒﺖ ﺑﺎﺑﻠﻘﺎﻧﻲ‪ ،‬ﺻﻮﺭﺕﻫﺎﻱ ﺯﺑﺎﻧﻲ ﻛﻬﻨﻪﺗﺮﻱ ﺭﺍ ﺣﻔﻆ ﻛﺮﺩﻩﺍﻧﺪ‪.‬‬
‫ﮔﻔﺘﻪ ﻣﻲﺷﻮﺩ ﻛﻪ ﺑﺨﺸﻲ ﺍﺯ ﻣﺮﺩﻡ ﺑﺎﺑﻠﻘﺎﻧﻲ ﺍﺯ ﻣﻨﺎﻃﻘﻲ ﺁﻣﺪﻩﺍﻧﺪ ﻛﻪ ﮔﻮﻳﺸﻮﺭ ﻟﺮﻱ ﺟﻨﻮﺑﻲﺍﻧﺪ؛ ﻟﺬﺍ‬
‫ﻋﻨﺎﺻﺮ ﺍﻧﺪﻛﻲ ﺩﺭ ﺍﻳﻦ ﮔﻮﻧﻪ ﻛﻪ ﺑﺎ ﮔﻮﻳﺶ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺩﻳﮕﺮ ﺩﺭﻩﺟﻮﺯﺍﻥ ﻧﺎﻫﻤﺨﻮﺍﻥ ﺍﺳﺖ‪ ،‬ﻣﺎﻧﻨﺪ ﻓﻌﻞ‬
‫‪ âvid-en‬ﺑﻪﺟﺎﻱ )‪» biy-e(n‬ﺷﺪﻥ« ﻛﻪ ﻭﻳﮋﺓ ﻟﺮﻱ ﺟﻨﻮﺑﻲ ﺍﺳﺖ‪ ،‬ﺷﺎﻳﺪ ﻣﺆﻳﺪ ﻫﻤﻴﻦ ﻗﻮﻝ ﺑﺎﺷﺪ‪.‬‬

‫ﻣﻮﻗﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ )ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ(‬

‫‪ .18‬ﮔﻔﺘﻨﻲ ﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﻣﻨﻄﻘﻪ ﻭ ﺑﺴﻴﺎﺭﻱ ﻣﻨﺎﻃﻖ ﺩﻳﮕﺮ ﻣﺮﺯﻫﺎﻱ ﺷﻤﺎﻟﻲ ﺯﺑﺎﻥ ﻟﺮﻱ‪ ،‬ﺑﺮﺧﻼﻑ ﺩﻳﮕﺮ ﻣﻨﺎﻃﻖ ﻟﺮﺯﺑﺎﻥ‪،‬‬
‫ﻣﻲﺗﻮﺍﻥ ﮔﻮﻧﻪﻫﺎﻱ ﺯﺑﺎﻧﻲ ﺭﺍ ﺗﻨﻬﺎ ﺑﺮﻣﺒﻨﺎﻱ ﺟﻐﺮﺍﻓﻴﺎ ﺩﺳﺘﻪﺑﻨﺪﻱ ﻛﺮﺩ ﻭ ﺳﺎﺧﺘﺎﺭ ﺍﻳﻠﻲ ﻧﻘﺶ ﺑﺮﺟﺴﺘﻪﺍﻱ ﺩﺭ ﺗﻌﻴﻴﻦ ﮔﻮﻧﻪﻫﺎﻱ‬
‫ﺯﺑﺎﻧﻲ ﻣﺘﻔﺎﻭﺕ ﻧﺪﺍﺭﺩ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪28‬‬

‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬
‫‪19‬‬
‫‪» Sagvan‬ﺳﮕﻮﻧﺪ« ﺍﺯ ﺍﻳﻞ‪/‬ﻃﺎﻳﻔﻪﻫﺎﻱ ﻧﺴﺒﺘﺎً ﺑﺰﺭگ ﻭ ﭘﺮﺟﻤﻌﻴﺖ ﻟﺮ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺯﺍﻏﺔ ﺧﺮﻡﺁﺑﺎﺩ‪،‬‬
‫‪F18‬‬

‫‪20‬‬
‫ﺍﺯﻧﺎ‪ ،‬ﺷﻮﺵ‪ ،‬ﺍﻧﺪﻳﻤﺸﻚ ﻭ ﺍﻳﻼﻡ)؟( ﺳﺎﻛﻦ ﻳﺎ ﻛﻮﭼﺮﻭﻧﺪ ﻭ ﮔﻮﻳﺶ ﺍﻳﺸﺎﻥ ﺩﺭ ﺯﻣﺮﺓ ﮔﻮﻳﺶﻫﺎﻱ ﺷﻤﺎﻟﻲ‬
‫‪F 19‬‬

‫ﺯﺑﺎﻥ ﻟﺮﻱ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﭘﮋﻭﻫﺶ‪ ،‬ﺑﻪﻃﻮﺭ ﻣﺸﺨﺺ‪ ،‬ﮔﻮﻳﺶ ﺳﮕﻮﻧﺪ ﻣﺮﺩﻡ ﺭﻭﺳﺘﺎﻱ ‪» Bâ’a‬ﺑﺎﺩﻩ«‬
‫ﺍﺯ ﺑﺨﺶ ‪» Zâqa‬ﺯﺍﻏﺔ« ﺷﻬﺮﺳﺘﺎﻥ ﺧﺮﻡﺁﺑﺎﺩ ﺩﺭ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻭﺑﮕﺎﻩ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻨﺎﺑﺮ ﺳﺮﺷﻤﺎﺭﻱ ﺳﺎﻝ ‪ ،1390‬ﺟﻤﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﺑﺎﺩﻩ ﺭﺍ ‪ 150‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪586‬‬
‫ﻧﻔﺮ ﮔﺰﺍﺭﺵ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺩﺍﺭﺍﻱ ﻳﻚ ﻣﺪﺭﺳﺔ ﺍﺑﺘﺪﺍﻳﻲ‪ ،‬ﺧﺎﻧﺔ ﺑﻬﺪﺍﺷﺖ‪ ،‬ﺁﺏ‪ ،‬ﺑﺮﻕ ﻭ ﺗﻠﻔﻦ‬
‫ﺍﺳﺖ ﻭ ﭘﻴﺸﺔ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺭﻭﺳﺘﺎ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺩﺍﻣﺪﺍﺭﻱ ﺍﺳﺖ‪ .‬ﺑﻪﺟﺰ ﻳﻜﻲ ﺩﻭ ﺧﺎﻧﻮﺍﺩﺓ ﺑﻴﺮﺍﻧﻮﻧﺪ ﻛﻪ ﺩﺭ‬
‫ﺍﺻﻞ ﻟﻚﺯﺑﺎﻥﺍﻧﺪ‪ ،‬ﻫﻤﺔ ﺍﻫﺎﻟﻲ ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﻟﺮﻫﺎﻱ ﺳﮕﻮﻧﺪﻧﺪ ‪ 21‬ﻭ ﺑﻪﺧﻮﺑﻲ ﺻﻮﺭﺕﻫﺎﻱ ﻛﻬﻨﻪﺗﺮ ﺯﺑﺎﻧﻲ ﺭﺍ‬
‫‪F 20‬‬

‫ﺣﻔﻆ ﻛﺮﺩﻩﺍﻧﺪ‪ .‬ﺩﻳﮕﺮ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺑﺨﺶ ﺯﺍﻏﻪ ﻣﺎﻧﻨﺪ ﻃﺎﻟﻘﺎﻥ‪ ،‬ﺭﻳﮓﺳﻔﻴﺪ‪ ،‬ﻛﻴﺎﻥ‪ ،‬ﺩﻩﺳﻔﻴﺪ‪ ،‬ﻣﻴﻞﻣﻴﻠﻚ‪،‬‬
‫ﺧَﺮﱠﻩﺳﻴﺎﻩ ﻭ‪ ...‬ﻧﻴﺰ ﺍﺯ ﺍﻳﻞ ﺳﮕﻮﻧﺪ ﺑﻪﺷﻤﺎﺭ ﻣﻲﺁﻳﻨﺪ‪.‬‬

‫ﻣﻮﻗﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﺑﺎﺩﻩ )ﻟﺮﻱ ﺳﮕﻮﻧﺪ(‬

‫‪ .19‬ﻧﮕﺎﺭﻧﺪﻩ ﺷﻨﻴﺪﻩ ﺍﺳﺖ ﻛﻪ ﺑﺮﺧﻲ ﺍﺯ ﺗﻴﺮﻩﻫﺎﻱ ﺳﮕﻮﻧﺪ ﻟﻚﺯﺑﺎﻥﺍﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻣﺤﺘﻤﻞ ﺍﺳﺖ ﻛﻪ ﺍﻳﺸﺎﻥ ﺩﺭ ﺍﺻﻞ‬
‫ﻟﻚ ﺑﻮﺩﻩ ﺑﺎﺷﻨﺪ‪.‬‬
‫‪ .20‬ﺑﺮﺍﻱ ﺗﻮﺿﻴﺢ ﺍﺻﻄﻼﺡ »ﻟﺮﻱ ﺷﻤﺎﻟﻲ« ﻧﻚ‪ :‬ﭘﺎﻧﻮﺷﺖ ‪ 15‬ﺩﺭ ﻣﻌﺮﻓﻲ ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‪.‬‬
‫‪ .21‬ﺩﺭ ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺍﺯ ﻃﺎﻳﻔﺔ ﺳﺎﻛﻲ ﻧﻴﺰ ﺳﺎﻛﻦﺍﻧﺪ ﻭ ﺧﻮﺩ ﺭﺍ ﺟﺰء ﺍﻳﻞ‪/‬ﻃﺎﻳﻔﺔ ﺳﮕﻮﻧﺪ ﻣﻲﺩﺍﻧﻨﺪ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭﺳﺘﻲ ﺍﻳﻦ ﻧﻈﺮ ﺭﺍ‬
‫ﺑﻪﺗﺤﻘﻴﻖ ﻧﻤﻲﺩﺍﻧﺪ ﺍﻣﺎ ﻫﻴﭻ ﺗﻔﺎﻭﺗﻲ‪ ،‬ﺣﺘﻲ ﺟﺰﺋﻲ‪ ،‬ﻣﻴﺎﻥ ﺯﺑﺎﻥ ﺧﺎﻧﻮﺍﺩﻩﻫﺎﻱ ﺳﺎﻛﻲ ﻭ ﺩﻳﮕﺮ ﺳﺎﻛﻨﺎﻥ ﺩﻳﺪﻩ ﻧﺸﺪ‪.‬‬
 ‫‪29‬‬ ‫ﻣﻌﺮﻓﻲ ﻣﻨﺎﻃﻖ ﻭ ﻃﺎﻳﻔﻪﻫﺎﻱ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ‬

‫ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬
‫‪» Gurân‬ﮔﻮﺭﺍﻥ« ﺍﺯ ﺍﻳﻞﻫﺎﻱ ﻧﺴﺒﺘﺎً ﺑﺰﺭگ ﻭ ﺷﻨﺎﺧﺘﻪ ﺷﺪﺓ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ ﺍﺳﺖ ﻛﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ‬
‫ﺍﻳﺸﺎﻥ ﺩﺭ ﺷﻬﺮ ﮔﻬﻮﺍﺭﻩ )ﺍﺯ ﺷﻬﺮﺳﺘﺎﻥ ﺩﺍﻻﻫﻮ( ﻭ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺍﻃﺮﺍﻑ ﺁﻥ ﺳﺎﻛﻦﺍﻧﺪ‪ .‬ﻣﺮﺩﻡ ﮔﻮﺭﺍﻥ ﺩﺭ ﺍﻳﻦ‬
‫ﻣﻨﻄﻘﻪ ﺑﻴﺸﺘﺮ ﺑﺎ ﺭﻭﺳﺘﺎﻫﺎﻳﻲ ﺍﺯ ﺍﻳﻞ ﺳﻨﺠﺎﻧﻲ ﻭ ﻗﻠﺨﺎﻧﻲ ﻫﻢﺟﻮﺍﺭﻧﺪ‪ .‬ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺍﻳﻞ ﮔﻮﺭﺍﻥ‪ ،‬ﺩﺭ ﺍﺳﺘﺎﻥ‬
‫ﻛﺮﻣﺎﻧﺸﺎﻩ‪ ،‬ﺑﻪ ﮔﻮﻧﻪﺍﻱ ﺍﺯ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ ﻭ ﺑﺎ ﺩﻳﮕﺮ ﮔﻮﻳﺸﻮﺭﺍﻥ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ ﺩﺭ ﺍﻳﻦ‬
‫ﺍﺳﺘﺎﻥ )ﻣﺎﻧﻨﺪ ﻗﻠﺨﺎﻧﻲ ﻭ ﻛﻠﻬﺮ( ﺗﻔﺎﻫﻢ ﺯﺑﺎﻧﻲ ﻛﺎﻣﻞ ﺩﺍﺭﻧﺪ‪ ،‬ﺍﻣﺎ ﮔﺮﻭﻩ ﻛﻮﭼﻜﻲ ﺍﺯ ﺍﻳﺸﺎﻥ ﺑﻪ ﺯﺑﺎﻧﻲ ﻣﺘﻔﺎﻭﺕ‬
‫ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ ﻛﻪ ﻓﻬﻢ ﺁﻥ ﺑﺮﺍﻱ ﻛﺮﺩﺯﺑﺎﻧﺎﻥ ﻣﻨﻄﻘﻪ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪ .‬ﺑﺨﺸﻲ ﺍﺯ ﺍﻳﻦ ﮔﺮﻭﻩ ﺩﺭ ﺭﻭﺳﺘﺎﻱ‬
‫‪» Zarda‬ﺯ‪‬ﺭﺩﻩ«‪ ،‬ﺩﺭ ﺷﻬﺮﺳﺘﺎﻥ ﺩﺍﻻﻫﻮ‪ ،‬ﺯﻧﺪﮔﻲ ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﺯﺑﺎﻥ ﺍﻳﺸﺎﻥ ﺭﺍ ﻫﻤﺴﺎﻳﮕﺎﻥ ﻛﺮﺩﺯﺑﺎﻥ‬
‫‪» Sǝyyâna‬ﺳﻴ‪‬ﺎﻧﻪ« ﻣﻲﺧﻮﺍﻧﻨﺪ ﻭ ﺑﺨﺶ ﺩﻳﮕﺮ ﺁﻥ ﺩﺭ ﻧﺰﺩﻳﻜﻲ ﺷﻬﺮ ﮔﻬﻮﺍﺭﻩ ﻭ ﺭﻭﺩ »ﺯﻣﻜﺎﻥ«‪ ،‬ﺩﺭ‬
‫ﺭﻭﺳﺘﺎﻳﻲ ﺑﻪ ﻧﺎﻡ ‪» Gowraĵu‬ﮔﻮﺭﺍﺟﻮﺏ«‪ .‬ﺯﺑﺎﻥ ﺍﻳﺸﺎﻥ ﻧﺰﺩ ﺯﺑﺎﻥﺷﻨﺎﺳﺎﻥ‪ ،‬ﺑﺎ ﻧﺎﻡ ﮔﻮﺭﺍﻧﻲ ﺷﻨﺎﺧﺘﻪ‬
‫ﺍﺳﺖ ‪ ،22‬ﺍﻣﺎ ﺍﻳﻦ ﻋﻨﻮﺍﻥ ﺑﺮﺍﻱ ﻣﺮﺩﻡ ﻣﻨﻄﻘﻪ ﻭ ﺧﻮﺩ ﻣﺮﺩﻡ ﮔﻮﺭﺍﺟﻮﺏ ﺑﻴﮕﺎﻧﻪ ﺍﺳﺖ‪ .‬ﺍﻳﺸﺎﻥ ﺯﺑﺎﻥ ﺧﻮﺩ ﺭﺍ‬ ‫‪P‬‬ ‫‪P21F‬‬

‫‪ Gowraĵuyi‬ﻳﺎ ‪» Gowraĵuyâna‬ﮔﻮﺭﻩﺟﻮﻳﻲ« ﻭ ﻣﺮﺩﻡ ﻛﺮﺩﺯﺑﺎﻥ ﻣﻨﻄﻘﻪ ﺁﻥ ﺭﺍ ‪Mwây-mwây‬‬

‫)ﻟﻔﻈﻲ ﺑﻪ ﮔﻮﺭﻩﺟﻮﻳﻲ‪» :‬ﻣﻲﮔﻮﻳﺪ ﻣﻲﮔﻮﻳﺪ«( ﻧﻴﺰ ﻣﻲﺧﻮﺍﻧﻨﺪ‪ ،‬ﭼﻨﺎﻧﻜﻪ ﻣﺮﺩﻡ ﮔﻮﺭﺍﺟﻮﺏ ﻧﻴﺰ ﮔﻮﻳﺶﻫﺎﻱ‬
‫ﻛﺮﺩﻱ ﻣﻨﻄﻘﻪ ﺭﺍ ‪) Uše:-uše:‬ﻟﻔﻈﻲ ﺑﻪ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ‪» :‬ﻣﻲﮔﻮﻳﺪ ﻣﻲﮔﻮﻳﺪ«( ﻧﻴﺰ ﻣﻲﺧﻮﺍﻧﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ‬
‫ﭘﮋﻭﻫﺶ‪ ،‬ﺑﻪﻃﻮﺭ ﻣﺸﺨﺺ‪ ،‬ﺩﺍﺩﻩﻫﺎﻱ ﮔﻮﻳﺶ ﮔﻮﺭﺍﻧﻲ ﺭﻭﺳﺘﺎﻱ »ﮔﻮﺭﺍﺟﻮﺏ ﻣﺮﺍﺩﺑﻴﮓ« ‪ ،23‬ﺍﺯ ﺑﺨﺶ‬
‫‪P‬‬ ‫‪P2F‬‬

‫»ﮔﻬﻮﺍﺭﻩ«‪ ،‬ﺷﻬﺮﺳﺘﺎﻥ ﺩﺍﻻﻫﻮﻱ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻭﺑﮕﺎﻩ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻨﺎﺑﺮ ﺳﺮﺷﻤﺎﺭﻱ ﺳﺎﻝ ‪ ،1390‬ﺟﻤﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﮔﻮﺭﺍﺟﻮﺏ ﻣﺮﺍﺩﺑﻴﮓ ﺭﺍ‬
‫‪ 28‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 87‬ﻧﻔﺮ ﮔﺰﺍﺭﺵ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺷﻮﺭﺑﺨﺘﺎﻧﻪ‪ ،‬ﺑﻪ ﻋﻠﺖ ﺑﻨﺎﻱ ﺳﺪ ﺯﻣﻜﺎﻥ‪ ،‬ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺩﺭ ﺳﺎﻝ‬
‫‪ 1391‬ﻭﻳﺮﺍﻥ ﻭ ﻣﺮﺩﻡ ﺁﻥ ﺩﺭ ﺍﺳﻼﻡﺁﺑﺎﺩ ﻏﺮﺏ‪ ،‬ﻛﺮﻣﺎﻧﺸﺎﻩ‪ ،‬ﻛﺮﺝ‪ ،‬ﺳﺎﻭﻩ‪ ،‬ﮔﻬﻮﺍﺭﻩ ﻭ ‪ ....‬ﭘﺮﺍﻛﻨﺪﻩ ﺷﺪﻩﺍﻧﺪ؛‬
‫ﻟﺬﺍ ﺑﻪﻧﺎﭼﺎﺭ‪ ،‬ﺩﺍﺩﻩﻫﺎﻱ ﮔﻮﻳﺸﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ ﺍﺯ ﮔﻮﻳﺸﻮﺭﺍﻧﻲ ﻛﻪ ﺳﺎﻛﻦ ﮔﻬﻮﺍﺭﻩ‪ ،‬ﻛﺮﺝ ﻭ ﺳﺎﻭﻩ ﻭ ﺗﻬﺮﺍﻥﺍﻧﺪ‪،‬‬
‫ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪ .22‬ﺍﻳﻦ ﻋﻨﻮﺍﻥ ﺑﺮﺍﻱ ﺩﻳﮕﺮ ﮔﻮﻳﺶﻫﺎﻱ ﻧﺰﺩﻳﻚ ﺑﻪ ﮔﻮﺭﻩﺟﻮﻳﻲ ﻭ ﺯﺭﺩﻩﺍﻱ‪ ،‬ﻣﺎﻧﻨﺪ ﻫﻮﺭﺍﻣﻲ ﻭ ﻛﻨﺪﻭﻟﻪﺍﻱ ﻭ ‪ ...‬ﻧﻴﺰ ﺑﻪﻛﺎﺭ‬
‫ﻣﻲﺭﻭﺩ‪.‬‬
‫‪ .23‬ﺩﺭ ﺍﻳﻦ ﻣﻨﻄﻘﻪ ﭘﻨﺞ ﺭﻭﺳﺘﺎ ﺑﻪ ﮔﻮﺭﺍﺟﻮﺏ ﻣﻮﺳﻮﻡ ﺍﺳﺖ؛ ‪» Gowraĵu Safar-šâ‬ﮔﻮﺭﺍﺟﻮﺏ ﺻﻔﺮﺷﺎﻩ«‪Gowraĵu ،‬‬
‫‪» Bâwa-karam‬ﮔﻮﺭﺍﺟﻮﺏ ﺑﺎﺑﺎﻛﺮﻡ«‪» Gowraĵu Zey-ali ،‬ﮔﻮﺭﺍﺟﻮﺏ ﺯﻳﺪﻋﻠﻲ«‪» Gowraĵu Mǝrâwa ،‬ﮔﻮﺭﺍﺟﻮﺏ‬
‫ﻣﺮﺍﺩﺑﻴﮓ« ﻭ ‪» Gowraĵu Qešlâx‬ﮔﻮﺭﺍﺟﻮﺏ ﻗﺸﻼﻕ«‪ .‬ﺍﺯ ﻣﻴﺎﻥ ﺍﻳﻦﻫﺎ )ﺟﺰ ﮔﻮﺭﺍﺟﻮﺏ ﻣﺮﺍﺩﺑﻴﮓ ﻛﻪ ﻣﻮﺿﻮﻉ ﺍﻳﻦ‬
‫ﭘﮋﻭﻫﺶ ﺍﺳﺖ( ﺗﻨﻬﺎ ﮔﻮﺭﺍﺟﻮﺏ ﻗﺸﻼﻕ ﮔﻮﺭﺍﻧﻲﺯﺑﺎﻥ ﺍﺳﺖ ﻛﻪ ﺗﻘﺮﻳﺒﺎً ﻧﻴﻤﻪﻣﺘﺮﻭﻙ ﺍﺳﺖ ﻭ ﺟﺰ ﭼﻨﺪ ﺧﺎﻧﻮﺍﺭ ﺩﺭ ﺁﻥ ﺳﺎﻛﻦ‬
‫ﻧﻴﺴﺘﻨﺪ‪ ،‬ﻭ ﺳﻪ ﺭﻭﺳﺘﺎﻱ ﺩﻳﮕﺮ ﻣﺎﻧﻨﺪ ﻣﺮﺩﻡ ﻣﻨﻄﻘﻪ ﻛﺮﺩﺯﺑﺎﻥﺍﻧﺪ‪ .‬ﻣﺮﺩﻡ ﻣﻨﻄﻘﻪ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﻪﺟﺎﻱ ﻧﺎﻡ ﻛﻠﻲ »ﮔﻮﺭﻩﺟﻮ«‬
‫ﻧﺎﻡﻫﺎﻱ ﺧﺎﺹﺗﺮ ﺑﺎﺑﺎﻛﺮﻡ ﻭ ‪ ...‬ﺭﺍ ﺑﻪﻛﺎﺭ ﺑﺒﺮﻧﺪ‪ ،‬ﺍﻣﺎ ﻋﻨﻮﺍﻥ ﻛﻠﻲ »ﮔﻮﺭﻩﺟﻮ« ﻳﺎ ‪» Gowraĵu Gowra/â‬ﮔﻮﺭﺍﺟﻮﺏ‪/‬‬
‫ﮔﻮﺭﻩﺟﻮﻱ ﺑﺰﺭگ« ﺑﺮﺍﻱ ﮔﻮﺭﺍﺟﻮﺏ ﻣﺮﺍﺩﺑﻴﮓ ﻛﻪ ﺭﻭﺳﺘﺎﻱ ﺑﺰﺭگﺗﺮ ﺑﻮﺩﻩ ﺍﺳﺖ ﺑﻪﻛﺎﺭ ﻣﻲﺭﻭﺩ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪30‬‬

‫ﻣﻮﻗﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﮔﻮﺭﺍﺟﻮﺏ ﻣﺮﺍﺩﺑﻴﮓ ﭘﻴﺶ ﺍﺯ ﻣﺘﺮﻭﻙ ﺷﺪﻥ )ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ(‬

‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬
‫‪» Delfon‬ﺩﻟﻔﺎﻥ« ﺩﺭ ﺷﻤﺎﻝ ﻏﺮﺏ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﻛﻨﺎﺭ ﻃﺮﻫﺎﻥ )ﺷﻬﺮﺳﺘﺎﻥ‬
‫ﻛﻮﻫﺪﺷﺖ( ﻭ ﺳﻠﺴﻠﻪ‪ ،‬ﻳﻜﻲ ﺍﺯ ﺳﻪ ﻣﻨﻄﻘﺔ ﺍﺻﻠﻲ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﮔﻮﻧﻪﻫﺎﻳﻲ ﺍﺯ ﻟﻜﻲ ﺳﺨﻦ‬
‫ﻣﻲﮔﻮﻳﻨﺪ ‪ .24‬ﺩﺭ ﺍﻳﻦ ﭘﮋﻭﻫﺶ‪ ،‬ﺑﻪﻃﻮﺭ ﻣﺸﺨﺺ‪ ،‬ﮔﻮﻳﺶ ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ ﻃﺎﻳﻔﺔ ‪» Nürâli‬ﻧﻮﺭﻋﻠﻲ« ﻣﺮﺩﻡ‬ ‫‪P‬‬ ‫‪P23F‬‬

‫ﺭﻭﺳﺘﺎﻱ »ﺳﺒﺰﻩﺧﺎﻧﻲ« ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺭﻭﺳﺘﺎﻱ ﺳﺒﺰﻩﺧﺎﻧﻲ ﻛﻪ ﺑﻮﻣﻴﺎﻥ ﺁﻥ ﺭﺍ ‪ Söza-xo:ni‬ﻭ‬

‫‪ Huz-bâla‬ﻣﻲﺧﻮﺍﻧﻨﺪ‪ ،‬ﺍﺯ ﺩﻫﺴﺘﺎﻥ »ﻧﻮﺭﺁﺑﺎﺩ« ﺑﺨﺶ ﻣﺮﻛﺰﻱ ﺷﻬﺮﺳﺘﺎﻥ ﺩﻟﻔﺎﻥ ﺍﺳﺖ ﻭ ﺩﺭ ﺣﺪﻭﺩ ‪12‬‬
‫ﻛﻴﻠﻮﻣﺘﺮﻱ ﻏﺮﺏ ﺷﻬﺮ ﻧﻮﺭﺁﺑﺎﺩ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬
‫ﻭﺑﮕﺎﻩ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻨﺎﺑﺮ ﺳﺮﺷﻤﺎﺭﻱ ﺳﺎﻝ ‪ ،1390‬ﺟﻤﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﺳﺒﺰﻩﺧﺎﻧﻲ ﺭﺍ ‪ 73‬ﺧﺎﻧﻮﺍﺭ‬
‫ﻭ ‪ 273‬ﻧﻔﺮ ﮔﺰﺍﺭﺵ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺩﺍﺭﺍﻱ ﻣﺪﺭﺳﺔ ﺍﺑﺘﺪﺍﻳﻲ‪ ،‬ﺧﺎﻧﺔ ﺑﻬﺪﺍﺷﺖ‪ ،‬ﺁﺏ‪ ،‬ﺑﺮﻕ ﻭ ﺗﻠﻔﻦ‬
‫ﺍﺳﺖ ﻭ ﭘﻴﺸﺔ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺭﻭﺳﺘﺎ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺩﺍﻣﺪﺍﺭﻱ ﺍﺳﺖ‪ .‬ﻫﻤﺔ ﻣﺮﺩﻡ ﺭﻭﺳﺘﺎ ﺍﺯ ﻃﺎﻳﻔﺔ ﻧﻮﺭﻋﻠﻲﺍﻧﺪ‪،‬‬

‫‪ .24‬ﻣﺮﺯ ﺟﻐﺮﺍﻓﻴﺎﻱ ﺯﺑﺎﻧﻲ ﻟﻜﻲ ﺍﺯ ﻏﺮﺏ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ ﺁﻏﺎﺯ ﻣﻲﺷﻮﺩ ﻭ ﺗﺎ ﺷﺮﻕ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ ﻭ ﺑﺨﺶﻫﺎﻱ ﻫﻢﻣﺮﺯ ﺑﺎ‬
‫ﺍﺳﺘﺎﻥ ﺍﻳﻼﻡ ﺍﺩﺍﻣﻪ ﻣﻲﻳﺎﺑﺪ‪ ،‬ﻫﻤﭽﻨﻴﻦ ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻧﮕﺎﺭﻧﺪﻩ ﻣﻲﺩﺍﻧﺪ‪ ،‬ﺩﺭ ﺑﺮﺧﻲ ﻧﻘﺎﻁ ﺩﻳﮕﺮ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ ﻣﺎﻧﻨﺪ ﺧﺮﻡﺁﺑﺎﺩ ﻭ‬
‫ﺑﺮﻭﺟﺮﺩ‪ ،‬ﭼﻨﺪ ﺭﻭﺳﺘﺎ ﺩﺭ ﻣﻼﻳﺮ )ﺍﺳﺘﺎﻥ ﻫﻤﺪﺍﻥ(‪ ،‬ﻣﻨﻄﻘﺔ »ﭼﺮﺭﺍ«‪ ،‬ﺩﺭ ﺷﻬﺮﺳﺘﺎﻥ »ﺧُﻨﺪﺍﺏ« ﺍﺳﺘﺎﻥ ﻣﺮﻛﺰﻱ ﻭ ﺭﻭﺳﺘﺎﻫﺎﻳﻲ‬
‫ﺩﺭ ﻛﻼﺭﺩﺷﺖ ﻣﺎﺯﻧﺪﺭﺍﻥ ﻧﻴﺰ ﺑﻪ ﮔﻮﻧﻪﻫﺎﻳﻲ ﺍﺯ ﻟﻜﻲ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ‪.‬‬
 ‫‪31‬‬ ‫ﻣﻌﺮﻓﻲ ﻣﻨﺎﻃﻖ ﻭ ﻃﺎﻳﻔﻪﻫﺎﻱ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ‬

‫ﺍﻣﺎ ﺭﻭﺳﺘﺎﻫﺎﻱ ﻧﺰﺩﻳﻚ‪ ،‬ﻣﺎﻧﻨﺪ ﺍﺷﺮﻑﺁﺑﺎﺩ‪ ،‬ﮔﻠﺒﺎﻏﻲ ﻭ ﺩﻳﻤﺎﻧﺪﻭﻝ‪ ،‬ﺑﻴﺸﺘﺮ ﺍﺯ ﻃﺎﻳﻔﺔ »ﻣﻴﺮﺑﮓ«ﺍﻧﺪ‪.‬‬

‫ﻣﻮﻗﻌﻴﺖ ﺭﻭﺳﺘﺎﻱ ﺳﺒﺰﻩﺧﺎﻧﻲ )ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ(‬

‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬
‫‪» Kal̆ǝr‬ﻛَﻠﻬ‪‬ﺮ« ﺍﺯ ﺍﻳﻞﻫﺎﻱ ﺑﺰﺭگ ﻭ ﭘﺮﺟﻤﻌﻴﺖ ﻛﺮﺩ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﮔﻴﻼﻥ ﻏﺮﺏ‪ ،‬ﺍﺳﻼﻡﺁﺑﺎﺩ ﻏﺮﺏ‪،‬‬
‫ﻗﺼﺮ ﺷﻴﺮﻳﻦ‪ ،‬ﻣﺎﻫﻴﺪﺷﺖ ﻭ ﺑﺨﺶ ﻋﻤﺪﺓ ﺳﺮﭘﻞ ﺫﻫﺎﺏ ﺩﺭ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ ‪ ،25‬ﻧﻴﺰ ﺍﻳﻮﺍﻥ ﻏﺮﺏ ﺩﺭ‬
‫‪P‬‬ ‫‪P24F‬‬

‫ﺍﺳﺘﺎﻥ ﺍﻳﻼﻡ ﺳﺎﻛﻦ ﻳﺎ ﻛﻮﭼﺮﻭﻧﺪ ﻭ ﮔﻮﻳﺶ ﺍﻳﺸﺎﻥ ﺩﺭ ﺯﻣﺮﺓ ﮔﻮﻳﺶﻫﺎﻱ ﺟﻨﻮﺑﻲ ﺯﺑﺎﻥ ﻛﺮﺩﻱ ‪ 26‬ﻗﺮﺍﺭ‬
‫‪P‬‬ ‫‪P25F‬‬

‫ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﭘﮋﻭﻫﺶ‪ ،‬ﺑﻪﻃﻮﺭ ﻣﺸﺨﺺ‪ ،‬ﮔﻮﻳﺶ ﻛﻠﻬﺮﻱ ﻣﺮﺩﻡ ﺷﻬﺮ ﮔﻴﻼﻥ ﻏﺮﺏ ﮔﺮﺩﺁﻭﺭﻱ ﺷﺪﻩ‬
‫ﺍﺳﺖ‪ .‬ﮔﻴﻼﻥ ﻏﺮﺏ ﻛﻪ ﺑﻮﻣﻴﺎﻥ ﺁﻥ ﺭﺍ ‪ Gǝl̆ân‬ﻣﻲﺧﻮﺍﻧﻨﺪ ‪ ،27‬ﺩﺭ ﺣﺪﻭﺩ ‪ 146‬ﻛﻴﻠﻮﻣﺘﺮﻱ ﺟﻨﻮﺏ ﻏﺮﺑﻲ‬
‫‪P‬‬ ‫‪P26F‬‬

‫‪ .25‬ﺑﻮﻣﻴﺎﻥ ﻣﻲﮔﻮﻳﻨﺪ ﺑﺨﺶ ﻛﻮﭼﺎﻧﺪﻩﺷﺪﻩﺍﻱ ﻧﻴﺰ ﺩﺭ ﻣﺎﺯﻧﺪﺭﺍﻥ ﻭ ﻗﺰﻭﻳﻦ ﺳﺎﻛﻦﺍﻧﺪ‪.‬‬

‫‪ .26‬ﻣﻨﻈﻮﺭ ﺍﺯ ﮔﻮﻳﺶﻫﺎﻱ ﻛﺮﺩﻱ ﺟﻨﻮﺑﻲ‪ ،‬ﮔﻮﻧﻪﻫﺎﻳﻲ ﺍﺯ ﺯﺑﺎﻥ ﻛﺮﺩﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺍﺳﺘﺎﻥﻫﺎﻱ ﻛﺮﻣﺎﻧﺸﺎﻩ‪ ،‬ﺍﻳﻼﻡ‪ ،‬ﻫﻤﺪﺍﻥ‬
‫)ﺩﺭ ﺍﺳﺪﺁﺑﺎﺩ(‪ ،‬ﺷﺮﻕ ﻛﺸﻮﺭ ﻋﺮﺍﻕ )ﻣﺎﻧﻨﺪ ﺧﺎﻧﻘﻴﻦ( ﺭﻭﺍﺝ ﺩﺍﺭﺩ ﻭ ﺑﺮﺧﻲ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺁﻭﺍﻳﻲ‪ ،‬ﻭﺍژﮔﺎﻧﻲ ﻭ ﺳﺎﺧﺘﺎﺭﻱ ﺁﻥﻫﺎ ﺭﺍ ﺍﺯ‬
‫ﮔﻮﻳﺶﻫﺎﻱ ﻛﺮﺩﻱ ﻣﺮﻛﺰﻱ )ﻣﺎﻧﻨﺪ ﺳﻮﺭﺍﻧﻲ ﻭ ﻣ‪‬ﻜﺮﺍﻧﻲ( ﻭ ﻛﺮﺩﻱ ﺷﻤﺎﻟﻲ )ﻣﺎﻧﻨﺪ ﻛُﺮﻣﺎﻧﺠﻲ( ﻣﺘﻤﺎﻳﺰ ﻣﻲﻛﻨﺪ‪.‬‬
‫ﺍﻳﻞ‪/‬ﻃﺎﻳﻔﻪﻫﺎﻱ ﺷﻨﺎﺧﺘﻪﺷﺪﻩﺍﻱ ﻛﻪ ﺑﻪ ﮔﻮﻧﻪﻫﺎﻱ ﻣﺨﺘﻠﻒ ﮔﻮﻳﺶﻫﺎﻱ ﺟﻨﻮﺑﻲ ﻛﺮﺩﻱ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ ﺷﺎﻣﻞ ﻛﻠﻬﺮ‪،‬‬
‫ﻓﻴﻠﻲ‪ ،‬ﻗﻠﺨﺎﻧﻲ ﻭ ﺑﺨﺸﻲ ﺍﺯ ﺍﻳﻞ ﮔﻮﺭﺍﻥ ﻭ ‪ ...‬ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﻣﻮﺭﺩ ﻟﻜﻲ ﻧﻚ‪ :‬ﺑﺨﺶ ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ ﻟﻜﻲ‪ ،‬ﭘﺎﻧﻮﺷﺖ ‪.51‬‬
‫‪ .27‬ﭘﻴﺮﺗﺮﻫﺎ ﻣﻲﮔﻮﻳﻨﺪ ﻛﻪ ﺍﻳﻦ ﺷﻬﺮ ﭘﻴﺶﺗﺮ ‪ Aml̆a‬ﺧﻮﺍﻧﺪﻩ ﻣﻲﺷﺪﻩ ﺍﺳﺖ‪.‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪32‬‬

‫ﺷﻬﺮ ﻛﺮﻣﺎﻧﺸﺎﻩ ﻭ ﺩﺭ ﺟﻠﮕﺔ ﻧﺴﺒﺘﺎً ﻭﺳﻴﻌﻲ ﻛﻪ ﻛﻮﻩ ﻭ ﺗﭙﻪﻣﺎﻫﻮﺭ ﺁﻥ ﺭﺍ ﻓﺮﺍﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ ،‬ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬
‫ﻭﺑﮕﺎﻩ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻨﺎﺑﺮ ﺳﺮﺷﻤﺎﺭﻱ ﺳﺎﻝ ‪ ،1390‬ﺟﻤﻌﻴﺖ ﺷﻬﺮ ﮔﻴﻼﻥ ﻏﺮﺏ ﺭﺍ ‪ 5504‬ﺧﺎﻧﻮﺍﺭ‬
‫ﻭ ‪ 20922‬ﻧﻔﺮ ﮔﺰﺍﺭﺵ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺷﻬﺮ ﺩﺍﺭﺍﻱ ﺍﻣﻜﺎﻧﺎﺕ ﺭﻓﺎﻫﻲ ﻣﻌﻤﻮﻝ ﺷﻬﺮﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﻣﺎﻧﻨﺪ‬
‫ﻣﺪﺭﺳﺔ ﺍﺑﺘﺪﺍﻳﻲ‪ ،‬ﺭﺍﻫﻨﻤﺎﻳﻲ‪ ،‬ﺩﺑﻴﺮﺳﺘﺎﻥ‪ ،‬ﺩﺍﻧﺸﮕﺎﻩ‪ ،‬ﺑﻴﻤﺎﺭﺳﺘﺎﻥ‪ ،‬ﺁﺏ‪ ،‬ﺑﺮﻕ‪ ،‬ﮔﺎﺯ‪ ،‬ﺗﻠﻔﻦ ﻭ ‪ ...‬ﺍﺳﺖ‪ .‬ﻫﺮﭼﻨﺪ‬
‫ﻃﺒﻴﻌﺘﺎً ﺷﻐﻞﻫﺎﻱ ﺍﺩﺍﺭﻱ ﻭ ﺁﺯﺍﺩ ﺷﻬﺮﻱ ﺩﺭ ﺍﻳﻦ ﻣﻨﻄﻘﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﻛﺸﺎﻭﺭﺯﻱ ﭘﻴﺸﺔ ﺍﻭﻝ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ‬
‫ﺷﻬﺮ ﺍﺳﺖ ﻭ ﺩﺍﻣﺪﺍﺭﻱ ﻧﻴﺰ ﺗﺎ ﺍﻧﺪﺍﺯﻩﺍﻱ ﺭﻭﺍﺝ ﺩﺍﺭﺩ‪ .‬ﺗﻘﺮﻳﺒﺎً ﻫﻤﺔ ﺍﻫﺎﻟﻲ ﺷﻬﺮ ﻭ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺷﻬﺮﺳﺘﺎﻥ ﺍﺯ‬
‫ﺍﻳﻞ ﻛﻠﻬﺮ‪ ،‬ﻳﺎ ﺩﺳﺖﻛﻢ ﮔﻮﻳﺸﻮﺭ ﻛﻠﻬﺮﻱ ‪28‬ﺍﻧﺪ ﻭ ﺑﺮﺧﻼﻑ ﺍﻧﺘﻈﺎﺭ ﺍﺯ ﻳﻚ ﺷﻬﺮ‪ ،‬ﺻﻮﺭﺕﻫﺎﻱ ﻛﻬﻨﻪﺗﺮ‬
‫‪P‬‬ ‫‪P27F‬‬

‫ﺯﺑﺎﻧﻲ ﺭﺍ ﺣﻔﻆ ﻛﺮﺩﻩﺍﻧﺪ ‪ .29‬ﺍﺣﺘﻤﺎﻻً ﻣﻮﻗﻌﻴﺖ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ ﺧﺎﺹ ﻣﻨﻄﻘﻪ‪ ،‬ﺭﻭﺍﺝ ﭘﻴﺸﺔ ﻛﺸﺎﻭﺭﺯﻱ‪ ،‬ﺍﺭﺗﺒﺎﻁ ﺑﺎ‬
‫‪P‬‬ ‫‪P28F‬‬

‫ﺧﻮﻳﺸﺎﻥ ﻋﺸﺎﻳﺮ ﻭ ﺗﻔﺮﻳﺢ ﺍﺻﻠﻲ ﻣﺮﺩﻡ ﻛﻪ ﺷﻜﺎﺭ ﻭ ﻃﺒﻴﻌﺖﮔﺮﺩﻱ ﺍﺳﺖ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺍﻣﺮ ﻣﺆﺛﺮ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬

‫ﻣﻮﻗﻌﻴﺖ ﮔﻴﻼﻥ ﻏﺮﺏ )ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ(‬

‫‪ .28‬ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﺮﺧﻲ ﺭﻭﺳﺘﺎﻫﺎ ﻳﺎ ﻃﺎﻳﻔﻪﻫﺎﻱ ﺍﻧﮕﺸﺖﺷﻤﺎﺭ ﻣﻨﻄﻘﻪ ﻛﻪ ﺍﻣﺮﻭﺯ ﻣﺎﻧﻨﺪ ﺩﻳﮕﺮﺍﻥ ﺑﻪ ﮔﻮﻳﺶ ﻛﻠﻬﺮﻱ ﺳﺨﻦ‬
‫ﻣﻲﮔﻮﻳﻨﺪ‪ ،‬ﺍﺻﺎﻟﺘﺎً ﺍﺯ ﺍﻳﻞ ﻛﻠﻬﺮ ﻧﺒﻮﺩﻩ ﺑﺎﺷﻨﺪ‪ .‬ﻣﺜﻼً ﺑﺮﺧﻲ ﺑﻮﻣﻴﺎﻥ ﻣﻲﮔﻮﻳﻨﺪ ﻃﺎﻳﻔﺔ ̆‪» Xezǝl‬ﺧﺰﻝ«‪ ،‬ﺳﺎﻛﻦ ﺭﻭﺳﺘﺎﻱ‬
‫̑‪» Kor̊ ekareg‬ﻛﺮﻛﻬﺮﻙ«‪ ،‬ﺍﺯ ﺍﻳﻼﻡ ﺁﻣﺪﻩﺍﻧﺪ‪ .‬ﺑﺮﺧﻲ ﺷﺎﻫﺪﻫﺎﻱ ﺯﺑﺎﻧﻲ )ﻣﺎﻧﻨﺪ ﻭﺍژﺓ ﻟﻜﻲ ‪» čam‬ﭼﺸﻢ«( ﻛﻪ ﻭﻳﮋﺓ ﻣﺮﺩﻡ‬
‫ﺧﺰﻝ ﺍﺳﺖ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﻣﺆﻳﺪ ﺩﺭﺳﺘﻲ ﺍﻳﻦ ﻗﻮﻝ ﺑﺎﺷﺪ‪.‬‬
‫‪ .29‬ﺑﻲﮔﻤﺎﻥ ﻧﺰﺩ ﻣﺮﺩﻡ ﺭﻭﺳﺘﺎ ﻭ ﻋﺸﺎﻳﺮ )ﺑﻪﻭﻳﮋﻩ ﻣﺮﺩﻡ ﻃﺎﻳﻔﺔ ‪» Rütawan‬ﺭﻭﺗﻮﻧﺪ«( ﻣﻲﺗﻮﺍﻥ ﺻﻮﺭﺕﻫﺎﻱ ﺯﺑﺎﻧﻲ‬
‫ﻛﻬﻨﻪﺗﺮﻱ ﺭﺍ ﻧﻴﺰ ﻳﺎﻓﺖ‪ .‬ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﺻﻮﺭﺕﻫﺎﻱ ﻛﻬﻨﻪﺗﺮ ﻣﻲﺑﺎﻳﺪ ﺩﺭ ﻋﺮﺻﺔ ﻭﺍژﮔﺎﻧﻲ ﺑﺎﺷﺪ ﻭ ﻧﻪ ﺳﺎﺧﺘﺎﺭﻱ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﻛﻮﺷﻴﺪﻩ‬
‫ﺍﺳﺖ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﺷﻢ‪ ‬ﺯﺑﺎﻧﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ ﻣﺴﻦﺗﺮ‪ ،‬ﻛﻢﺳﻮﺍﺩﺗﺮ ﻭ ﺁﻧﺎﻥ ﻛﻪ ﭘﻴﻮﻧﺪ ﺑﻴﺸﺘﺮﻱ ﺑﺎ ﻃﺒﻴﻌﺖ‪ ،‬ﻛﺸﺎﻭﺭﺯﻱ‪ ،‬ﺷﻜﺎﺭ ﻭ‬
‫ﻣﺮﺩﻡ ﺭﻭﺳﺘﺎ ﻭ ﻋﺸﺎﻳﺮ ﺩﺍﺭﻧﺪ‪ ،‬ﺻﻮﺭﺕﻫﺎﻱ ﺍﺻﻴﻞﺗﺮ ﺭﺍ ﮔﺮﺩﺁﻭﺭﻱ ﻛﻨﺪ‪.‬‬
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 ‫ﮔﻮﻳﺸﻮﺭﺍﻥ ﺍﻳﻦ ﺩﻓﺘﺮ‬
‫ﻧﺎﻡ ﮔﻮﻳﺶ‪ :‬ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ )ﻗﻠﻌﻪﺳﺮﺩ(‬
‫ﻧﺎﻡ ﻣﺤﻞ ﻭ ﻣﻮﻗﻌﻴﺖ ﺁﻥ ﺑﺮ ﭘﺎﻳﺔ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺸﻮﺭﻱ‪ :‬ﺭﻭﺳﺘﺎﻱ »ﻛ‪‬ﻠﻴﻤ‪‬ﻠﻚ« )ﻣﻨﻄﻘﺔ ﻗﻠﻌﻪﺳﺮﺩ( ﺍﺯ‬
‫ﺑﺨﺶ ﺩ‪‬ﻫﺪ‪‬ﺯ ﺷﻬﺮﺳﺘﺎﻥ ﺍﻳﺬﻩ ﺩﺭ ﺍﺳﺘﺎﻥ ﺧﻮﺯﺳﺘﺎﻥ‬
‫ﺗﻌﺪﺍﺩ ﺗﻘﺮﻳﺒﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ‪ 120 :‬ﺧﺎﻧﻮﺍﺭ‪ 561 ،‬ﻧﻔﺮ ﺩﺭ ﺳﺎﻝ ‪) 1390‬ﺩﺭ ﺭﻭﺳﺘﺎﻱ »ﻛ‪‬ﻠﻴﻤ‪‬ﻠﻚ«(‬
‫ﮔﻮﻳﺸﻮﺭﺍﻥ‪:‬‬
‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺳﻴﻜﻞ‬ ‫‪30‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻛﻠﻴﻤﻠﻚ‬ ‫ﺳﻠﻤﺎﻥ ﻛﻴﺎﻧﻲ ﺩﻩﻛﻴﺎﻧﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪50‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﺍﻳﺬﻩ‬ ‫ﻛﺮﻳﻢ ﻛﻴﺎﻧﻲ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪33‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻛﻠﻴﻤﻠﻚ‬ ‫ﺭﺣﻤﺖ ﻛﻴﺎﻧﻲ ﺩﻩﻛﻴﺎﻧﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺭﺍﻫﻨﻤﺎﻳﻲ‬ ‫‪27‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻣﺠﺘﺒﻲ ﻛﻴﺎﻧﻲ ﺩﻩﻛﻴﺎﻧﻲ ﻛﻠﻴﻤﻠﻚ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺭﺍﻫﻨﻤﺎﻳﻲ‬ ‫‪27‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻛﻠﻴﻤﻠﻚ‬ ‫ﻟﻘﻤﺎﻥ ﻛﻴﺎﻧﻲ ﺩﻩﻛﻴﺎﻧﻲ‬
‫‪----‬‬ ‫‪----‬‬ ‫‪83‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻣﻬﺮﺍﻓﺮﻭﺯ ﻛﻴﺎﻧﻲ ﻗﻠﻌﻪﺳﺮﺩﻱ ﺩﺭﺍﺯﺩﺭ‪‬ﻩ‬
‫ﺁﺯﺍﺩ‬ ‫‪----‬‬ ‫‪45‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻛﻠﻴﻤﻠﻚ‬ ‫ﻣﻠﻚﺗﺎﺝ ﻛﻴﺎﻧﻲ‬
‫ﺩﺑﻴﺮ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪47‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﺟﻬﺎﻧﮕﻴﺮ ﻛﻴﺎﻧﻲ ﺩﻩﻛﻴﺎﻧﻲ ﺩﺭﺍﺯﺩﺭ‪‬ﻩ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫‪----‬‬ ‫‪43‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻛﻠﻴﻤﻠﻚ‬ ‫ﻣﺨﺘﺎﺭ ﻛﻴﺎﻧﻲﻓﺮ‬
‫ﺩﺍﻧﺶﺁﻣﻮﺯ‬ ‫ﺭﺍﻫﻨﻤﺎﻳﻲ‬ ‫‪15‬‬ ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﺍﻳﺬﻩ)؟(‬ ‫ﻣﻬﺮﺍﻥ ﻛﻴﺎﻧﻲﻓﺮ‬

‫ﻧﺎﻡ ﮔﻮﻳﺶ‪ :‬ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬

‫ﻧﺎﻡ ﻣﺤﻞ ﻭ ﻣﻮﻗﻌﻴﺖ ﺁﻥ ﺑﺮ ﭘﺎﻳﺔ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺸﻮﺭﻱ‪ :‬ﺭﻭﺳﺘﺎﻱ »ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ« ﺍﺯ ﺩﻫﺴﺘﺎﻥ »ﺟﻮﺯﺍﻥ«‬
‫)ﻣﻨﻄﻘﺔ ﺩﺭﻩﺟﻮﺯﺍﻥ( ﺑﺨﺶ ﻣﺮﻛﺰﻱ ﺷﻬﺮﺳﺘﺎﻥ ﻣﻼﻳﺮ ﺩﺭ ﺍﺳﺘﺎﻥ ﻫﻤﺪﺍﻥ‬
‫ﺗﻌﺪﺍﺩ ﺗﻘﺮﻳﺒﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ‪ 253 :‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 883‬ﻧﻔﺮ ﺩﺭ ﺳﺎﻝ ‪) 1390‬ﺩﺭ ﺭﻭﺳﺘﺎﻱ »ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ«(‬
‫ﮔﻮﻳﺸﻮﺭﺍﻥ‪:‬‬
‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬
‫‪----‬‬ ‫‪----‬‬ ‫‪82‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺧﺎﻧﻤﺎ ﻣﻮﻻﺋﻲ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺷﺸﻢ ﻗﺪﻳﻢ‬ ‫‪66‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺍﺣﻤﺪ ﻋﻠﻲﻳﺎﺭﻱ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪45‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﻣﻬﻨﺎﺯ ﻋﻠﻲﻳﺎﺭﻱ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺳﻴﻜﻞ‬ ‫‪35‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺭﺿﺎ ﻋﻠﻲﻳﺎﺭﻱ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫‪----‬‬ ‫‪85‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺳﻴﻒﺍﷲ ﻣﻠّﺎﻣﺮﺍﺩﻱ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺭﺍﻫﻨﻤﺎﻳﻲ‬ ‫‪50‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺟﻬﺎﻧﮕﻴﺮ ﺳﻠﻴﻤﻲ‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪36‬‬

‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬

‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫‪----‬‬ ‫‪59‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺻﺪﻳﻘﻪ ﺑﻴﺎﺕ‬
‫ﺁﺯﺍﺩ‬ ‫ﺭﺍﻫﻨﻤﺎﻳﻲ‬ ‫‪47‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺑﻬﺮﺍﻡ ﻋﻠﻲﻳﺎﺭﻱ ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪43‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺷﻬﻨﺎﺯ ﻋﻠﻲﻳﺎﺭﻱ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪43‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﻗﺮﺑﺎﻥ ﺳﺎﺩﺍﺕ ﻣﻮﺳﻮﻱ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫‪----‬‬ ‫‪55‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺻﻐﺮﻱ ﺑﻴﺎﺕ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫‪----‬‬ ‫‪55‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﻓﺮﺩﻭﺱ ﻋﻠﻲﻳﺎﺭﻱ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪40‬‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﺑﺎﺑ‪‬ﻠﻘﺎﻧﻲ‬ ‫ﺧﺪﻳﺠﻪ ﺑﻴﺎﺕ‬

‫ﻧﺎﻡ ﮔﻮﻳﺶ‪ :‬ﻟﺮﻱ ﺳ‪‬ﮕﻮﻧﺪ )ﺯﺍﻏﻪ(‬

‫ﻧﺎﻡ ﻣﺤﻞ ﻭ ﻣﻮﻗﻌﻴﺖ ﺁﻥ ﺑﺮ ﭘﺎﻳﺔ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺸﻮﺭﻱ‪ :‬ﺭﻭﺳﺘﺎﻱ »ﺑﺎﺩﻩ« ﺍﺯ ﺑﺨﺶ »ﺯﺍﻏﺔ«‬
‫ﺷﻬﺮﺳﺘﺎﻥ ﺧﺮﻡﺁﺑﺎﺩ ﺩﺭ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ‬
‫ﺗﻌﺪﺍﺩ ﺗﻘﺮﻳﺒﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ‪ 150 :‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 586‬ﻧﻔﺮ ﺩﺭ ﺳﺎﻝ ‪) 1390‬ﺩﺭ ﺭﻭﺳﺘﺎﻱ »ﺑﺎﺩﻩ«(‬
‫ﮔﻮﻳﺸﻮﺭﺍﻥ‪:‬‬
‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪30‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻧﻌﻤﺖﺍﷲ ﭘﺎﻛﻤﻬﺮ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫‪----‬‬ ‫‪60‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻋﺒﺎﺱ ﺳﮕﻮﻧﺪ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫‪----‬‬ ‫‪55‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻛﺒﺮﻱ ﺳﮕﻮﻧﺪ‬
‫ﺩﺍﻣﺪﺍﺭ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪26‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻭﻟﻲ ﻛﺮﻳﻤﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺳﻴﻜﻞ‬ ‫‪27‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻣﺠﺘﺒﻲ ﻧﻮﺭﻭﺯﻱ ﻣﻘﺪﻡ‬
‫ﺁﺯﺍﺩ‬ ‫ﺳﻴﻜﻞ‬ ‫‪29‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻣﻬﺪﻱ ﺳﮕﻮﻧﺪ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪30‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻣﻌﺼﻮﻣﻪ ﺳﮕﻮﻧﺪ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪28‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﺍﻓﺴﺎﻧﻪ ﺳﮕﻮﻧﺪ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫‪----‬‬ ‫‪70‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻋﻠﻲ ﭘﺎﻛﻤﻬﺮ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺳﻴﻜﻞ‬ ‫‪47‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻳﺤﻴﻲ ﺭﺍﻣﺸﻚ‬
‫‪----‬‬ ‫ﻣﻜﺘﺒﻲ‬ ‫‪80‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻏﻴﺒﻌﻠﻲ ﺳﮕﻮﻧﺪ‬
‫‪----‬‬ ‫‪----‬‬ ‫‪72‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻗﺮﺑﺎﻧﻌﻠﻲ ﻛﺮﻳﻤﻲ‬
‫ﺩﺍﻣﺪﺍﺭ‬ ‫ﺳﻴﻜﻞ‬ ‫‪28‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻧﻌﻤﺖ ﺍﺳﻜﻨﺪﺭﺯﺍﺩﻩ‬
‫ﺩﺍﻧﺸﺠﻮ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪24‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﺍﻛﺒﺮ ﺑﺎﺑﺎﻳﻲ ﻣﻔﺮﺩ‬
‫‪----‬‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪18‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﺣﺴﻴﻦ ﻣﺤﻤﺪ ﻧﻈﺮﻱ‬
‫‪37‬‬ ‫ﮔﻮﻳﺸﻮﺭﺍﻥ ﺍﻳﻦ ﺩﻓﺘﺮ‬

‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬

‫ﺩﺍﻧﺸﺠﻮ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪20‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﺍﺑﻮﺫﺭ ﺭﺿﻮﺍﻧﻲ‬
‫ﺩﺍﻧﺶﺁﻣﻮﺯ‬ ‫ﺩﺑﻴﺮﺳﺘﺎﻥ‬ ‫‪19‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﺍﺣﻤﺪ ﻧﻈﺮﻱ‬
‫‪----‬‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪20‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﺳﻌﻴﺪ ﻧﻴﺎﺯﻱ ﻣﻘﺪﻡ‬
‫ﺁﺯﺍﺩ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪31‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﻣﺠﺘﺒﻲ ﻋﺎﻣﺮﻱ‬
‫ﺩﻫﻴﺎﺭ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪32‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﺑﺎﺩﻩ‬ ‫ﺣﻤﻴﺪ ﺩﻳﺎﻧﺖﭘﻮﺭ‬

‫ﻧﺎﻡ ﮔﻮﻳﺶ‪ :‬ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬

‫ﻧﺎﻡ ﻣﺤﻞ ﻭ ﻣﻮﻗﻌﻴﺖ ﺁﻥ ﺑﺮ ﭘﺎﻳﺔ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺸﻮﺭﻱ‪ :‬ﺭﻭﺳﺘﺎﻱ »ﮔﻮﺭﺍﺟﻮﺏ ﻣﺮﺍﺩﺑﻴﮓ« ﺍﺯ‬
‫ﺩﻫﺴﺘﺎﻥ ﮔﻮﺭﺍﻧﻲ ﺑﺨﺶ »ﮔﻬﻮﺍﺭﻩ« ﺷﻬﺮﺳﺘﺎﻥ ﺩﺍﻻﻫﻮ ﺩﺭ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ‬
‫ﺗﻌﺪﺍﺩ ﺗﻘﺮﻳﺒﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ‪ 28 :‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 87‬ﻧﻔﺮ ﺩﺭ ﺳﺎﻝ ‪) 1390‬ﺩﺭ ﺭﻭﺳﺘﺎﻱ »ﮔﻮﺭﺍﺟﻮﺏ‬
‫ﻣﺮﺍﺩﺑﻴﮓ«‪ ،‬ﭘﻴﺶ ﺍﺯ ﻣﺘﺮﻭﻙ ﺷﺪﻥ(‬
‫ﮔﻮﻳﺸﻮﺭﺍﻥ‪:‬‬
‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬
‫‪----‬‬ ‫‪----‬‬ ‫‪78‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﺳﻴﻤﺎ ﻧﻈﺮﻱ‬
‫ﻛﺎﺭﻣﻨﺪ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪40‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﻛﻴﻮﺍﻥ ﻣﻨﻬﻮﻳﻲ ﮔﻮﺭﺍﺟﻮﺑﻲ‬
‫ﻛﺎﺭﮔﺮ‬ ‫ﺳﻴﻜﻞ‬ ‫‪24‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﻣﺼﻴﺐ ﻧﺠﻔﻲ ﮔﻮﺭﺍﺟﻮﺑﻲ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪35‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﻓﺮﻳﺒﺎ ﻣﻨﻬﻮﻳﻲ ﮔﻮﺭﺍﺟﻮﺑﻲ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫‪----‬‬ ‫‪49‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﻓﺮﺧﻨﺪﻩ ﻧﺠﻔﻲ ﮔﻮﺭﺍﺟﻮﺑﻲ‬
‫ﻛﺎﺭﻣﻨﺪ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪40‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﻋﻠﻲ ﻧﻈﺮﻱ‬
‫ﻛﺎﺭﮔﺮ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪28‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﺍﺳﻼﻡﺁﺑﺎﺩ‬ ‫ﭘﻴﻤﺎﻥ ﻣﻨﻬﻮﻳﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪24‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ ﻭ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﺳﺎﺳﺎﻥ ﺻﻔﺮﭘﻨﺎﻩ‬
‫ﺁﺯﺍﺩ‬ ‫ﻓﻮﻕ ﺩﻳﭙﻠﻢ‬ ‫‪36‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﺍﺳﺪﺍﷲ ﻧﻈﺮﻱ‬
‫ﺩﺍﻧﺸﺠﻮ‬ ‫ﻓﻮﻕ ﺩﻳﭙﻠﻢ‬ ‫‪20‬‬ ‫ﮔﻮﺭﻩﺟﻮﻳﻲ‬ ‫ﮔﻮﺭﺍﺟﻮﺏ‬ ‫ﻳﻮﻧﺲ ﻧﺠﻔﻲ‬

‫ﻧﺎﻡ ﮔﻮﻳﺶ‪ :‬ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ )ﻃﺎﻳﻔﺔ ﻧﻮﺭﻋﻠﻲ(‬

‫ﻧﺎﻡ ﻣﺤﻞ ﻭ ﻣﻮﻗﻌﻴﺖ ﺁﻥ ﺑﺮ ﭘﺎﻳﺔ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺸﻮﺭﻱ‪ :‬ﺭﻭﺳﺘﺎﻱ »ﺳﺒﺰﻩﺧﺎﻧﻲ« ﺍﺯ ﺩﻫﺴﺘﺎﻥ‬
‫»ﻧﻮﺭﺁﺑﺎﺩ« ﺑﺨﺶ ﻣﺮﻛﺰﻱ ﺷﻬﺮﺳﺘﺎﻥ ﺩﻟﻔﺎﻥ ﺩﺭ ﺍﺳﺘﺎﻥ ﻟﺮﺳﺘﺎﻥ‬
‫ﺗﻌﺪﺍﺩ ﺗﻘﺮﻳﺒﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ‪ 73 :‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 273‬ﻧﻔﺮ ﺩﺭ ﺳﺎﻝ ‪) 1390‬ﺩﺭ ﺭﻭﺳﺘﺎﻱ »ﺳﺒﺰﻩﺧﺎﻧﻲ«(‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪38‬‬

‫ﮔﻮﻳﺸﻮﺭﺍﻥ‪:‬‬
‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬
‫ﻓﻴﻠﻢﺳﺎﺯ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪26‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﺳﻌﻴﺪ ﻛﺎﻛﺎﻳﻲ ﺳﺒﺰﻩﺧﺎﻧﻲ‬
‫‪----‬‬ ‫‪----‬‬ ‫‪59‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﺑﮓﻃﻼ ﺳﻴﻔﻲ‬
‫ﺷﺶ ﻗﺪﻳﻢ ﺑﺎﺯﻧﺸﺴﺘﻪ‬ ‫‪63‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﺟﻤﺸﻴﺪ ﺟﻤﺸﻴﺪﻱ‬
‫ﺷﺶ ﻗﺪﻳﻢ ﺑﺎﺯﻧﺸﺴﺘﻪ‬ ‫‪60‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﻣﻮﻻﺩﺍﺩ ﺧﺪﺍﺩﺍﺩﻱ‬
‫ﻛﺸﺎﻭﺭﺯ ﻭ ﺩﺍﻣﺪﺍﺭ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪49‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﻋﻠﻲﺍﺣﻤﺪ ﻛﺎﻛﺎﻳﻲ ﺳﺒﺰﻩﺧﺎﻧﻲ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪44‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﻟﻴﻼ ﺟﻤﺸﻴﺪﻱ ﺳﺒﺰﻩﺧﺎﻧﻲ‬
‫ﻛﺸﺎﻭﺭﺯ ﻭ ﺩﺍﻣﺪﺍﺭ‬ ‫‪----‬‬ ‫‪75‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﺑﺎﻗﺮ ﻛﺎﻛﺎﻳﻲ ﺳﺒﺰﻩﺧﺎﻧﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪38‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﺷﻬﻴﻦ ﺟﻤﺸﻴﺪﻱ ﺳﺒﺰﻩﺧﺎﻧﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪45‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﭘﺮﻭﻳﺰ ﻛﺮﻣﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪23‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﻣﺮﺗﻀﻲ ﻛﺎﻛﺎﻳﻲ ﺳﺒﺰﻩﺧﺎﻧﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪23‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﻣﻴﻼﺩ ﻛﺮﻣﻲ‬
‫ﺩﺍﻧﺶﺁﻣﻮﺯ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪19‬‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﺳﺒﺰﻩﺧﺎﻧﻲ‬ ‫ﻣﺴﻌﻮﺩ ﻛﺮﻣﻲ‬

‫ﻧﺎﻡ ﮔﻮﻳﺶ‪ :‬ﻛﺮﺩﻱ ﻛَﻠﻬ‪‬ﺮﻱ )ﮔﻴﻼﻥ ﻏﺮﺏ‪ /‬ﮔﻴﻼﻧﻐﺮﺏ(‬

‫ﻧﺎﻡ ﻣﺤﻞ ﻭ ﻣﻮﻗﻌﻴﺖ ﺁﻥ ﺑﺮ ﭘﺎﻳﺔ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺸﻮﺭﻱ‪ :‬ﺷﻬﺮ ﮔﻴﻼﻥ ﻏﺮﺏ ﺩﺭ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ‬
‫ﺗﻌﺪﺍﺩ ﺗﻘﺮﻳﺒﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ‪ 5504 :‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 20922‬ﻧﻔﺮ ﺩﺭ ﺳﺎﻝ ‪) 1390‬ﺩﺭ ﺷﻬﺮ »ﮔﻴﻼﻥ ﻏﺮﺏ«(‬
‫ﮔﻮﻳﺸﻮﺭﺍﻥ‪:‬‬
‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪32‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﻳﻮﻧﺲ ﺭﺷﻴﺪﭘﻮﺭ‬
‫ﻟﻴﺴﺎﻧﺲ ﻣﻬﻨﺪﺱ ﺻﻨﺎﻳﻊ‬ ‫‪35‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﺁﺭﺵ ﭘﻮﺭﺑﺴﻄﺎﻡ‬
‫ﻛﺎﺭﻣﻨﺪ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪31‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﻣﺤﺴﻦ ﺍﻣﻴﻨﻲ‬
‫ﺧﺎﻧﻪﺩﺍﺭ‬ ‫‪----‬‬ ‫‪79‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﻏﺰﺍﻝ ﺭﺷﻴﺪﭘﻮﺭ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫‪----‬‬ ‫‪84‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﺣﻴﺪﺭ ﺟﺎﺩﺭﻳﺎﻥ‬
‫ﻓﻮﻕ ﺩﻳﭙﻠﻢ ﻛﺎﺭﻣﻨﺪ‬ ‫‪32‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﺣﺎﻣﺪ ﺭﺷﻴﺪﭘﻮﺭ‬
‫ﺁﺯﺍﺩ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪38‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﺷﻬﺮﻳﺎﺭ ﺍﻣﻴﻨﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪48‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﻛﻴﻮﻣﺮﺙ ﺟﺎﺩﺭﻳﺎﻥ‬
‫ﺁﺯﺍﺩ‬ ‫ﻓﻮﻕ ﻟﻴﺴﺎﻧﺲ‬ ‫‪32‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﻫﺮﻣﺰ ﺟﺎﺩﺭﻳﺎﻥ‬
‫ﻛﺎﺭﻣﻨﺪ ﺍﻣﻮﺭ‬
‫ﻋﺸﺎﻳﺮﻱ‬
‫ﺩﻳﭙﻠﻢ‬ ‫‪49‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﺳﻌﻴﺪ ﻋﺒﺎﺩﺗﻴﺎﻥ‬
‫ﻛﺎﺭﻣﻨﺪ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪26‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﮔﻴﻼﻥ ﻏﺮﺏ‬ ‫ﺍﺣﺴﺎﻥ ﺭﺷﻴﺪﭘﻮﺭ‬
‫‪39‬‬ ‫ﮔﻮﻳﺸﻮﺭﺍﻥ ﺍﻳﻦ ﺩﻓﺘﺮ‬

‫ﻧﺎﻡ ﮔﻮﻳﺶ‪ :‬ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬

‫ﻧﺎﻡ ﻣﺤﻞ ﻭ ﻣﻮﻗﻌﻴﺖ ﺁﻥ ﺑﺮ ﭘﺎﻳﺔ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺸﻮﺭﻱ‪ :‬ﺷﻬﺮ »ﮔﻬﻮﺍﺭﻩ« ﺍﺯ ﺷﻬﺮﺳﺘﺎﻥ ﺩﺍﻻﻫﻮ ﺩﺭ‬
‫ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻧﺸﺎﻩ‬
‫ﺗﻌﺪﺍﺩ ﺗﻘﺮﻳﺒﻲ ﮔﻮﻳﺸﻮﺭﺍﻥ‪ 1258 :‬ﺧﺎﻧﻮﺍﺭ ﻭ ‪ 4619‬ﻧﻔﺮ ﺩﺭ ﺳﺎﻝ ‪) 1390‬ﺩﺭ ﺷﻬﺮ »ﮔﻬﻮﺍﺭﻩ«(‬
‫ﮔﻮﻳﺸﻮﺭﺍﻥ‪:‬‬
‫ﺷﻐﻞ‬ ‫ﺳﻦ ﺗﺤﺼﻴﻼﺕ‬ ‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬ ‫ﺯﺍﺩﮔﺎﻩ‬ ‫ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﻟﻴﺴﺎﻧﺲ‬ ‫‪24‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﺳﺎﺳﺎﻥ ﺻﻔﺮﭘﻨﺎﻩ‬
‫ﻧﻮﺍﺯﻧﺪﻩ ﻭ‬
‫‪ 71‬ﺷﺸﻢ ﻗﺪﻳﻢ‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﺍﺳﺘﺎﺩ ﻃﺎﻫﺮ ﻳﺎﺭﻭﻳﺴﻲ‬
‫ﺳﺎﺯﻧﺪﺓ ﺗﻨﺒﻮﺭ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫‪----‬‬ ‫‪81‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﻛﺮﻣﻌﻠﻲ ﻣﺮﺍﺩﻱ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫‪----‬‬ ‫‪80‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﺑﺨﺘﻴﺎﺭ ﻣﻬﻮﺵﭘﻮﺭ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫)؟(‬ ‫‪52‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﺳﺮﭘﻞﺫﻫﺎﺏ‬ ‫ﻋﺎﻟﻲ ﻋﺰﻳﺰﻱ‬
‫ﻛﺸﺎﻭﺭﺯ‬ ‫ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪60‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﺍﻋﻈﻢ ﺭﺟﺒﻲ‬
‫ﺁﺯﺍﺩ‬ ‫ﺩﺑﻴﺮﺳﺘﺎﻥ‬ ‫‪26‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﻣﺴﻌﻮﺩ ﻓﻼﺣﻲ‬
‫ﺩﺑﻴﺮﺳﺘﺎﻥ ﻛﺸﺎﻭﺭﺯ‬ ‫‪24‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﺗﻴﻤﻮﺭ ﻗﻨﺒﺮﻱ‬
‫ﺭﺍﻫﻨﻤﺎﻳﻲ ﻛﺸﺎﻭﺭﺯ‬ ‫‪25‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﺭﺍﻣﻴﻦ ﻛﺎﻛﺎﻳﻲ‬
‫ﺍﺑﺘﺪﺍﻳﻲ ﻛﺸﺎﻭﺭﺯ‪ ،‬ﺁﺯﺍﺩ‬ ‫‪58‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﺳﺮﭘﻞﺫﻫﺎﺏ‬ ‫ﺍﻣﺎﻣﻌﻠﻲ ﺻﻔﺮﭘﻨﺎﻩ‬
‫ﺁﺯﺍﺩ‬ ‫ﺩﻳﭙﻠﻢ‬ ‫‪21‬‬ ‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﮔﻬﻮﺍﺭﻩ‬ ‫ﻋﺮﻓﺎﻥ ﺻﻔﺮﭘﻨﺎﻩ‬
 ‫ﺟﺪﻭﻝ ﺁﻭﺍﻧﮕﺎﺭﻱ‬
‫‪ .1‬ﺻﺎﻣﺖﻫﺎ )ﻫﻤﺨﻮﺍﻥﻫﺎ(‬
‫ﻣﻌﺎﺩﻝ ﻓﺎﺭﺳﻲ ﻳﺎ‬ ‫ﻧﺸﺎﻧﺔ‬
‫ﺁﻭﺍﻧﻮﺷﺖ‬ ‫ﻣﺜﺎﻝ‬ ‫ﺗﻮﺻﻴﻒ ﺁﻭﺍﻳﻲ‬
‫ﻏﻴﺮﻓﺎﺭﺳﻲ‬ ‫ﺁﻭﺍﻳﻲ‬
‫‪pâk‬‬ ‫ﭘﺎﻙ‬ ‫پ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﺩﻭﻟﺒﻲ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪p‬‬
‫‪bâl‬‬ ‫ﺑﺎﻝ‬ ‫ﺏ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﺩﻭﻟﺒﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪b‬‬
‫‪tond‬‬ ‫ﺗﻨﺪ‬ ‫ﺕ‪ ،‬ﻁ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﺩﻧﺪﺍﻧﻲ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪t‬‬
‫‪dâne‬‬ ‫ﺩﺍﻧﻪ‬ ‫ﺩ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﺩﻧﺪﺍﻧﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪d‬‬
‫‪kâr‬‬ ‫ﻛﺎﺭ‬ ‫ﻙ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﻧﺮﻣﻜﺎﻣﻲ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪k‬‬
‫‪golâb‬‬ ‫ﮔﻼﺏ‬ ‫گ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﻧﺮﻣﻜﺎﻣﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪g‬‬
‫‪qalam‬‬ ‫ﻗﻠﻢ‬ ‫ﻕ‪ ،‬ﻍ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﻣﻼﺯﻱ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪q‬‬
‫‪ba’id‬‬ ‫ﺑﻌﻴﺪ‬ ‫ﻫﻤﺰﻩ‪ ،‬ﻉ‬ ‫ﺍﻧﺴﺪﺍﺩﻱ‪ ،‬ﭼﺎﻛﻨﺎﻳﻲ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫’‬
‫ﺍﻧﺴﺪﺍﺩﻱ ـ ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺜﻮﻱ ـ ﻛﺎﻣﻲ‪،‬‬
‫‪čap‬‬ ‫ﭼﭗ‬ ‫چ‬ ‫‪č‬‬
‫ﺑﻲﻭﺍﻙ‬
‫ﺍﻧﺴﺪﺍﺩﻱ ـ ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺜﻮﻱ ـ ﻛﺎﻣﻲ‪،‬‬
‫‪ĵân‬‬ ‫ﺟﺎﻥ‬ ‫ﺝ‬ ‫‪ĵ‬‬
‫ﻭﺍﻙﺩﺍﺭ‬
‫‪ferešte‬‬ ‫ﻓﺮﺷﺘﻪ‬ ‫ﻑ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺒﻲ ـ ﺩﻧﺪﺍﻧﻲ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪f‬‬
‫‪vazn‬‬ ‫ﻭﺯﻥ‬ ‫ﻭ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺒﻲ ـ ﺩﻧﺪﺍﻧﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪v‬‬
‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ‪:‬‬
‫‪biδ-an‬‬ ‫ﺑﻴﺬﻥ )= ﺑﻮﺩﻥ(‬ ‫ﻋﺮﺑﻲ‪ :‬ﺫ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﺩﻧﺪﺍﻧﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪δ‬‬
‫‪sâl‬‬ ‫ﺳﺎﻝ‬ ‫ﺙ‪ ،‬ﺱ‪ ،‬ﺹ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺜﻮﻱ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪s‬‬
‫‪zamin‬‬ ‫ﺯﻣﻴﻦ‬ ‫ﺫ‪ ،‬ﺯ‪ ،‬ﺽ‪ ،‬ﻅ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺜﻮﻱ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪z‬‬
‫‪šir‬‬ ‫ﺷﻴﺮ‬ ‫ﺵ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺜﻮﻱ ـ ﻛﺎﻣﻲ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪š‬‬
‫‪žarf‬‬ ‫ژﺭﻑ‬ ‫ژ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻟﺜﻮﻱ ـ ﻛﺎﻣﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪ž‬‬
‫‪γayb‬‬ ‫ﻋﺮﺑﻲ‪ :‬ﻏَﻴﺐ‬ ‫ﻋﺮﺑﻲ‪ :‬ﻍ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻧﺮﻣﻜﺎﻣﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪γ‬‬
‫‪xabar‬‬ ‫ﺧﺒﺮ‬ ‫ﺥ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﻣﻼﺯﻱ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪x‬‬
‫‪huš‬‬ ‫ﻫﻮﺵ‬ ‫ﻫ‪،‬ﺡ‬ ‫ﺳﺎﻳﺸﻲ‪ ،‬ﭼﺎﻛﻨﺎﻳﻲ‪ ،‬ﺑﻲﻭﺍﻙ‬ ‫‪h‬‬
‫‪mâdar‬‬ ‫ﻣﺎﺩﺭ‬ ‫ﻡ‬ ‫ﻏﻨﻪﺍﻱ‪ ،‬ﺩﻭﻟﺒﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪m‬‬
‫‪nâm‬‬ ‫ﻧﺎﻡ‬ ‫ﻥ‬ ‫ﻏﻨﻪﺍﻱ‪ ،‬ﺩﻧﺪﺍﻧﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪n‬‬
‫‪tefaŋ‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‪ :‬ﻧﮓ ﻟﺮﻱ ﺳﮕﻮﻧﺪ‪:‬ﺗﻔﻨﮓ‬ ‫ﻏﻨﻪﺍﻱ‪ ،‬ﻧﺮﻣﻜﺎﻣﻲ‪ ،‬ﻭﺍﻛﺪﺍﺭ‬ ‫‪ŋ‬‬
‫‪lab‬‬ ‫ﻟﺐ‬ ‫ﻝ‬ ‫ﻛﻨﺎﺭﻱ‪ ،‬ﻟﺜﻮﻱ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪l‬‬
‫̆‪gol‬‬ ‫ﻛﺮﺩﻱ‪ :‬ﮔُﻞ )= ﮔُﻞ(‬ ‫ﻛﺮﺩﻱ‪ :‬ﻝ‬ ‫ﻛﻨﺎﺭﻱ‪ ،‬ﺩﻧﺪﺍﻧﻲ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫̆‪l‬‬
‫‪râh‬‬ ‫ﺭﺍﻩ‬ ‫ﺭ‬ ‫ﻟﺮﺯﺷﻲ‪ ،‬ﻟﺜﻮﻱ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫‪r‬‬
‫̊‪kor‬‬ ‫ﻟﺮﻱ‪ :‬ﻛُﺮ )= ﭘﺴﺮ(‬ ‫ﻟﺮﻱ‪ :‬ﺭ‬ ‫ﺗﻜﺮﻳﺮﻱ‪ ،‬ﻟﺜﻮﻱ‪ ،‬ﻭﺍﻙﺩﺍﺭ‬ ‫̊‪r‬‬
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪42‬‬

‫ﻣﻌﺎﺩﻝ ﻓﺎﺭﺳﻲ ﻳﺎ‬ ‫ﻧﺸﺎﻧﺔ‬

‫ﺁﻭﺍﻧﻮﺷﺖ‬ ‫ﻣﺜﺎﻝ‬ ‫ﺗﻮﺻﻴﻒ ﺁﻭﺍﻳﻲ‬
‫ﻏﻴﺮﻓﺎﺭﺳﻲ‬ ‫ﺁﻭﺍﻳﻲ‬
‫ﻧﺎﺳﻮﺩﻩ )ﻧﻴﻢﻣﺼﻮﺕ(‪ ،‬ﻛﺎﻣﻲ‪،‬‬
‫ﻳﺎﺩ‬ ‫ﻱ‬
‫ﻭﺍﻙﺩﺍﺭ‬
‫‪yâd‬‬ ‫‪y‬‬

‫ﻧﺎﺳﻮﺩﻩ )ﻧﻴﻢﻣﺼﻮﺕ(‪ ،‬ﺩﻭﻟﺒﻲ‪،‬‬

‫ﻋﺮﺑﻲ‪ :‬ﻭﻛﻴﻞ‬ ‫ﻋﺮﺑﻲ‪ :‬ﻭ‬
‫ﻭﺍﻙﺩﺍﺭ‬
‫‪waki:l‬‬ ‫‪w‬‬

‫‪ .2‬ﻣﺼﻮﺕﻫﺎ )ﻭﺍﻛﻪﻫﺎ(‬
‫ﻣﻌﺎﺩﻝ ﻓﺎﺭﺳﻲ ﻳﺎ‬ ‫ﻧﺸﺎﻧﺔ‬
‫ﺁﻭﺍﻧﻮﺷﺖ‬ ‫ﻣﺜﺎﻝ‬ ‫ﺗﻮﺻﻴﻒ ﺁﻭﺍﻳﻲ‬
‫ﻏﻴﺮﻓﺎﺭﺳﻲ‬ ‫ﺁﻭﺍﻳﻲ‬
‫‪miz‬‬ ‫ﻣﻴﺰ‬ ‫ﺍﻱ‬ ‫ﺑﺴﺘﻪ‪ ،‬ﭘﻴﺸﻴﻦ‪ ،‬ﮔﺴﺘﺮﺩﻩ‬ ‫‪i‬‬

‫‪mü‬‬ ‫ﻛﺮﺩﻱ‪ :‬ﻣﻮ )= ﻣﻮ(‬ ‫ﻛﺮﺩﻱ‪ :‬ﺍﻭ‪‬‬ ‫ﺑﺴﺘﻪ‪ ،‬ﭘﻴﺸﻴﻦ‪ ،‬ﮔﺮﺩ‬ ‫‪ü‬‬

‫‪mehr‬‬ ‫ﻣ‪‬ﻬﺮ‬ ‫ﺍ‪‬‬ ‫ﻧﻴﻢﺑﺴﺘﻪ‪ ،‬ﭘﻴﺸﻴﻦ‪ ،‬ﮔﺴﺘﺮﺩﻩ‬ ‫‪e‬‬

‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‪:‬‬
‫‪še:r‬‬ ‫ﺷ‪‬ـﺮ )= ﺷﻴﺮ ﺑﻴﺸﻪ(‬ ‫ﺍ‪ ‬ﻛﺸﻴﺪﻩ‬ ‫ﻧﻴﻢﺑﺴﺘﻪ‪ ،‬ﭘﻴﺸﻴﻦ‪ ،‬ﮔﺴﺘﺮﺩﻩ‪ ،‬ﻛﺸﻴﺪﻩ‬ ‫‪e:‬‬
‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‪:‬‬
‫‪töl‬‬ ‫ﺗُـﻞ )= ﭘﻴﺸﺎﻧﻲ(‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‪ :‬ﺍُ‬ ‫ﻧﻴﻢﺑﺴﺘﻪ‪ ،‬ﭘﻴﺸﻴﻦ‪ ،‬ﮔﺮﺩ‬ ‫‪ö‬‬

‫‪farš‬‬ ‫ﻓﺮﺵ‬ ‫ﺍَ‬ ‫ﺑﺎﺯ‪ ،‬ﭘﻴﺸﻴﻦ‪ ،‬ﮔﺴﺘﺮﺩﻩ‬ ‫‪a‬‬

‫ﻣﻼﻳﺮﻱ‪:‬‬
‫‪ša:r‬‬ ‫ﺷَﺮ )= ﺷﻬﺮ(‬ ‫ﺍَ ﻛﺸﻴﺪﻩ‬ ‫ﺑﺎﺯ‪ ،‬ﭘﻴﺸﻴﻦ‪ ،‬ﮔﺴﺘﺮﺩﻩ‪،‬ﻛﺸﻴﺪﻩ‬ ‫‪a:‬‬

‫‪tâb‬‬ ‫ﺗﺎﺏ‬ ‫ﺁ‬ ‫ﺑﺎﺯ‪ ،‬ﭘﺴﻴﻦ‪ ،‬ﮔﺴﺘﺮﺩﻩ‬ ‫‪â‬‬

‫‪gol‬‬ ‫ﮔُﻞ‬ ‫ﺍُ‬ ‫ﻧﻴﻢﺑﺴﺘﻪ‪ ،‬ﭘﺴﻴﻦ‪ ،‬ﮔﺮﺩ‬ ‫‪o‬‬

‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ‪:‬‬
‫‪to:m‬‬ ‫ﺗُﻢ )= ﺗﺨﻢ(‬ ‫ﺍُ ﻛﺸﻴﺪﻩ‬ ‫ﻧﻴﻢﺑﺴﺘﻪ‪ ،‬ﭘﺴﻴﻦ‪ ،‬ﮔﺮﺩ‪ ،‬ﻛﺸﻴﺪﻩ‬ ‫‪o:‬‬

‫‪nur‬‬ ‫ﻧﻮﺭ‬ ‫ﺍﻭ‬ ‫ﺑﺴﺘﻪ‪ ،‬ﭘﺴﻴﻦ‪ ،‬ﮔﺮﺩ‬ ‫‪u‬‬

‫ﻛﺮﺩﻱ‪:‬‬
‫‪w/vafǝr‬‬ ‫ﻭ‪‬ﻓ‪‬ﺮ )= ﺑﺮﻑ(‬ ‫ﺍ‪ ‬ﻛﻮﺗﺎﻩ‬ ‫ﻧﻴﻢﺑﺎﺯ‪ ،‬ﻣﺮﻛﺰﻱ‪ ،‬ﮔﺴﺘﺮﺩﻩ‬ ‫‪ə‬‬

‫‪ney‬‬ ‫ﻧ‪‬ﻲ‬ ‫ﺍ‪‬ﻱ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪ey‬‬

‫‪əw‬‬ ‫ﻣﻼﻳﺮﻱ‪ :‬ﺍ‪‬ﻭ )= ﺁﺏ(‬ ‫ﺍ‪‬ﻭ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪əw‬‬

‫‪xayr‬‬ ‫ﻋﺮﺑﻲ‪ :‬ﺧَﻴﺮ‬ ‫ﻋﺮﺑﻲ‪ :‬ﺍَﻱ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪ay‬‬

‫‪yawm‬‬ ‫ﻋﺮﺑﻲ‪ :‬ﻳ‪‬ﻮﻡ )= ﺭﻭﺯ(‬ ‫ﻋﺮﺑﻲ‪ :‬ﺍَﻭ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪aw‬‬

‫‪čây‬‬ ‫ﭼﺎﻱ‬ ‫ﺁﻱ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪ây‬‬

‫‪43‬‬ ‫ﺟﺪﻭﻝ ﺁﻭﺍﻧﮕﺎﺭﻱ‬

‫ﻣﻌﺎﺩﻝ ﻓﺎﺭﺳﻲ ﻳﺎ‬ ‫ﻧﺸﺎﻧﺔ‬

‫ﺁﻭﺍﻧﻮﺷﺖ‬ ‫ﻣﺜﺎﻝ‬ ‫ﺗﻮﺻﻴﻒ ﺁﻭﺍﻳﻲ‬
‫ﻏﻴﺮﻓﺎﺭﺳﻲ‬ ‫ﺁﻭﺍﻳﻲ‬
‫‪âw‬‬ ‫ﻛﺮﺩﻱ‪ :‬ﺁﻭ )= ﺁﺏ(‬ ‫ﺁﻭ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪âw‬‬

‫‪xoy‬‬ ‫ﺧﻮﻱ )ﻧﺎﻡ ﺷﻬﺮ(‬ ‫ﺍُﻱ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪oy‬‬

‫‪mowz‬‬ ‫ﻣﻮﺯ‬ ‫ﺍُﻭ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪ow‬‬

‫‪muy‬‬ ‫ﻣﻮﻱ‬ ‫ﺍﻭ‪‬ﻱ‬ ‫ﻣﺼﻮﺕ ﻣﺮﻛﺐ‬ ‫‪uy‬‬

‫‪ .3‬ﻧﺸﺎﻧﻪﻫﺎﻱ ﺍﺿﺎﻓﻪ‬
‫ﻧﺸﺎﻧﺔ‬
‫ﺁﻭﺍﻧﻮﺷﺖ‬ ‫ﻣﺜﺎﻝ‬ ‫ﺗﻮﺻﻴﻒ ﺁﻭﺍﻳﻲ‬
‫ﺁﻭﺍﻳﻲ‬
‫*‬
‫‪ĵi:ka‬‬ ‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‪ :‬ﺟﻴﻜﻪ )ﺻﺪﺍﻱ ﺟﻮﺟﻪ(‬ ‫ﻧﺸﺎﻧﺔ ﻛﺸﻴﺪﮔﻲ ﻣﺼﻮﺕ‬
‫‪F32‬‬
‫‪:‬‬
‫‪xwârd-en‬‬ ‫ﻛﺮﺩﻱ‪ :‬ﺧﻮﺍﺭﺩﻥ )= ﺧﻮﺭﺩﻥ(‬ ‫ﻧﺸﺎﻧﺔ ﻟﺒﻲﺷﺪﮔﻲ ﺻﺎﻣﺖ‬ ‫‪w‬‬
‫‪n̑a-‬‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‪ :‬ﻧﻲ‪ =) -‬ﻥ‪ -‬ﭘﻴﺸﻮﻧﺪ ﻧﻔﻲ(‬ ‫ﻧﺸﺎﻧﺔ ﻛﺎﻣﻲﺷﺪﮔﻲ ﺻﺎﻣﺖ‬ ‫̑‬

‫* ﻛﺸﻴﺪﮔﻲ ﻣﺼﻮﺕ ﺭﺍ ﺑﺎ ﻧﺸﺎﻧﺔ ˉ ﻧﻴﺰ ﻧﺸﺎﻥ ﻣﻲﺩﻫﻨﺪ؛ ﻣﺎﻧﻨﺪ‪e: = ē :‬؛ ‪o: = ō‬؛ ‪.u: = ū‬‬
‫ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ ﮔﻮﻳﺶﻫﺎﻱ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ‬
 ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬
‫‪ .1‬ﺳﺎﺧﺘﺎﺭ ﺁﻭﺍﻳﻲ‬
‫‪ :1.1‬ﮔﻮﻳﺶ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ ﺩﺭ ﺯﻣﺮﺓ ﮔﻮﻳﺶﻫﺎﻱ ﺟﻨﻮﺑﻲ ﺯﺑﺎﻥ ﻟﺮﻱ ﻭ ﺑﻪ ﻟﺤﺎﻅ ﺗﺎﺭﻳﺨﻲ ﺩﺭ ﺯﻣﺮﺓ‬
‫ﺯﺑﺎﻥﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﻧﻮ ﺟﻨﻮﺏ ﻏﺮﺑﻲ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺑﺮﺧﻲ ﺑﺎﺯﻣﺎﻧﺪﻩﻫﺎﻱ ﺗﺤﻮﻝﻫﺎﻱ ﺁﻭﺍﻳﻲ ﺟﻨﻮﺏ ﻏﺮﺑﻲ‬
‫ﺩﺭ ﺍﻳﻦ ﮔﻮﻳﺶ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺍﺳﺖ‪:‬‬
‫‪ -‬ﺗﺤﻮﻝ ‪ *-č-‬ﺍﻳﺮﺍﻧﻲ ﺑﺎﺳﺘﺎﻥ ﺩﺭ ﻣﻴﺎﻥ ﺩﻭ ﻭﺍﻛﻪ ﺑﻪ ‪ ،-z-‬ﻣﺎﻧﻨﺪ )‪» ru(z‬ﺭﻭﺯ«> ‪*raučah-‬؛ ‪riz-‬‬
‫»ﺭﻳﺰ‪) «-‬ﻣﺎﺩﺓ ﻣﻀﺎﺭﻉ ﻓﻌﻞ »ﺭﻳﺨﺘﻦ«(> ‪.*Hraič-aya-‬‬
‫‪ -‬ﺗﺤﻮﻝ ‪ *ź‬ﺍﻳﺮﺍﻧﻲ ﺁﻏﺎﺯﻱ )‪ -z-‬ﺍﻭﺳﺘﺎﻳﻲ‪ -d- ،‬ﻓﺎﺭﺳﻲ ﺑﺎﺳﺘﺎﻥ‪ ،‬ﺍﺯ ‪ *-ǵ(h)-‬ﻫﻨﺪﻭﺍﺭﻭﭘﺎﻳﻲ ﺁﻏﺎﺯﻱ( ﺑﻪ‬
‫‪ ،-d-‬ﻣﺎﻧﻨﺪ ‪» dun-‬ﺩﺍﻥ‪) «-‬ﻣﺎﺩﺓ ﻣﻀﺎﺭﻉ ﻓﻌﻞ »ﺩﺍﻧﺴﺘﻦ«(> ‪.*√źanH-‬‬
‫‪ -‬ﺗﺤﻮﻝ ‪ *śṷ‬ﺍﻳﺮﺍﻧﻲ ﺁﻏﺎﺯﻱ )‪ -sp-‬ﺍﻭﺳﺘﺎﻳﻲ‪ -s- ،‬ﻓﺎﺭﺳﻲ ﺑﺎﺳﺘﺎﻥ‪ ،‬ﺍﺯ ‪ *-ḱṷ-‬ﻫﻨﺪﻭﺍﺭﻭﭘﺎﻳﻲ ﺁﻏﺎﺯﻱ(‬
‫ﺑـﻪ ‪ ،-s-‬ﻣﺎﻧﻨﺪ ‪» sag‬ﺳﮓ« )ﻗﺲ‪ :‬ﺍﻭﺳﺘﺎﻳﻲ ‪ span-‬ﻭ ﻓﺎﺭﺳﻲ ﺑﺎﺳﺘﺎﻥ ‪ (*saka-‬ﻭ ‪šeš‬‬
‫»ﺷﭙﺶ«> ‪) *seš‬ﻗﺲ‪ :‬ﺍﻭﺳﺘﺎﻳﻲ ‪.(spiš-‬‬
‫‪ :2.1‬ﺍﻳﻦ ﮔﻮﻳﺶ ﻋﻼﻭﻩﺑﺮ ﻭﺍﻛﻪﻫﺎﻱ ﻓﺎﺭﺳﻲ ﻣﻌﻴﺎﺭ‪ ،‬ﻭﺍﻛﻪﻫﺎﻱ ‪a:‬؛ ‪e:‬؛ ‪ ǝ‬ﻭ ‪ o:‬ﺭﺍ ﻧﻴﺰ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ‬
‫ﺑﺮﺍﻱ ﻭﺍﺝ ﺑﻮﺩﻥ ‪ o:‬ﻧﺴﺒﺖ ﺑﻪ ‪ o‬ﻣﻲﺗﻮﺍﻥ ﺟﻔﺖ ﻛﻤﻴﻨﺔ ‪» so:r‬ﺳﺮﺥ« ﻭ ‪» sor‬ﺳ‪‬ﺮ‪ ،‬ﻟﻐﺰﻧﺪﻩ« ﺭﺍ ﻣﺜﺎﻝ ﺯﺩ‪.‬‬
‫‪ :3.1‬ﺍﻳﻦ ﮔﻮﻳﺶ ﻋﻼﻭﻩﺑﺮ ﻫﻤﺨﻮﺍﻥﻫﺎﻱ ﻓﺎﺭﺳﻲ ﻣﻌﻴﺎﺭ‪ ،‬ﻫﻤﺨﻮﺍﻥﻫﺎﻱ ̊‪q‬؛ ‪γ‬؛ ‪δ‬؛ ‪ w‬ﺭﺍ ﻧﻴﺰ ﺩﺍﺭﺩ‪.‬‬
‫ﻧﮕﺎﺭﻧﺪﻩ ﺟﻔﺖ ﻛﻤﻴﻨﻪﺍﻱ ﻛﻪ ﻭﺍﺝ ﺑﻮﺩﻥ ﺍﻳﻦﻫﺎ ﺭﺍ ﻧﺴﺒﺖ ﺑﻪ ‪ /q/‬ﻭ ‪ /d/‬ﻭ ‪ /v/‬ﻧﺸﺎﻥ ﺩﻫﺪ‪ ،‬ﻧﻤﻲﺷﻨﺎﺳﺪ‪.‬‬
‫‪ :4.1‬ﺑﺮﺧﻲ ﺭﺧﺪﺍﺩﻫﺎﻱ ﺁﻭﺍﻳﻲ ﺑﺮﺟﺴﺘﺔ ﺍﻳﻦ ﮔﻮﻳﺶ ﺑﺪﻳﻦ ﻗﺮﺍﺭ ﺍﺳﺖ‪:‬‬
‫‪ -‬ﺗﺤﻮﻝ ﺧﻮﺷﺔ ﻫﻤﺨﻮﺍﻧﻲ ‪ *-xt-‬ﺍﻳﺮﺍﻧﻲ ﺑﺎﺳﺘﺎﻥ ﺑﻪ ‪ ،-(h)δ‬ﻣﺎﻧﻨﺪ ‪» re:δ-‬ﺭﻳﺨﺖ‪) «-‬ﻣﺎﺩﺓ ﻣﺎﺿﻲ‬
‫ﻓﻌﻞ »ﺭﻳﺨﺘﻦ«(> ‪*rix-ta-‬؛ ‪» po(h)δ-‬ﭘ‪‬ﺨﺖ‪) «-‬ﻣﺎﺩﺓ ﻣﺎﺿﻲ ﻓﻌﻞ »ﭘﺨﺘﻦ«(> ‪.*pux-ta-‬‬
‫‪ -‬ﺗﺤﻮﻝ ﺧﻮﺷﺔ ﻫﻤﺨﻮﺍﻧﻲ ‪ *-xr-‬ﺍﻳﺮﺍﻥ ﺑﺎﺳﺘﺎﻥ ﺑﻪ ‪ -(h)r-‬ﻳﺎ ‪ ،-(h)l-‬ﻣﺎﻧﻨﺪ ‪» tahl‬ﺗﻠﺦ«> ‪*taxra‬‬
‫)ﻗـﺲ‪ :‬ﻫﻨـﺪﻱ ﺑﺎﺳﺘـﺎﻥ ‪takra-‬؛ ﻓـﺎﺭﺳﻲ ﻣﻴـﺎﻧﺔ ‪ taxl‬ﻭ ﻓـﺎﺭﺳـﻲ »ﺗﻠـﺦ«(؛ ‪» so:r‬ﺳـﺮﺥ«‬
‫> ‪) *suxra-‬ﻗﺲ‪ :‬ﺍﻭﺳﺘﺎﻳﻲ ‪.(suxra-‬‬
‫‪ -‬ﺗﺤﻮﻝ ‪ *-ft-‬ﺍﻳﺮﺍﻧﻲ ﺑﺎﺳﺘﺎﻥ ﺑﻪ ‪ ،-(h)δ-‬ﻣﺎﻧﻨﺪ ‪» go(h)δ-/ go:δ-‬ﮔﻔﺖ‪) «-‬ﻣﺎﺩﺓ ﻣﺎﺿﻲ ﻓﻌﻞ‬
‫ﻭﺍژﻩﻧﺎﻣﺔ ﻣﻮﺿﻮﻋﻲ‬
 ‫ﺍﻧﺪﺍﻡﻫﺎﻱ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﻭ ﻭﺍژﻩﻫﺎﻱ ﻭﺍﺑﺴﺘﻪ‬

‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﻟﺮﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻓﺎﺭﺳﻲ‬

â/owes eškam-por̊ guwan ‫ﺁﺑﺴﺘﻦ‬
möf mof(ka); qol mof ‫ﺁﺏ ﺑﻴﻨﻲ‬
töf tof; lil-ǝw tof ‫ﺁﺏ ﺩﻫﺎﻥ‬
mel/rk merk merk ‫ﺁﺭﻧﺞ‬
varbuq̊ varvoq govâreš ‫ﺁﺭﻭﻍ‬
berm abru borg ‫ﺍﺑﺮﻭ‬
sexo osoqon xas ‫ﺍﺳﺘﺨﻮﺍﻥ‬
q̊alama qalama pik ‫ﺍﺳﺘﺨﻮﺍﻥ ﺳﺎﻕ ﭘﺎ‬
as(e)r ašk xars ‫ﺍﺷﻚ‬
kel̑ek kellek kelič ‫ﺍﻧﮕﺸﺖ‬
kel̑ek ešâra ---- ---- ‫ﺍﻧﮕﺸﺖ ﺳﺒﺎﺑﻪ‬
kel̑ek gap-a kellek-e šâ kelič gep-e ‫ﺍﻧﮕﺸﺖ ﺷﺴﺖ‬
kel̑ek tit-a kellek pitt-a kelič kočir-e ‫ﺍﻧﮕﺸﺖ ﻛﻮﭼﻚ‬
bâzu; bâl bâzu; bâl bâzu ‫ﺑﺎﺯﻭ‬
l̑âr lâr lâr; lâš ‫ﺑﺪﻥ‬
q̊ow kel̑ek bann-e kellek band-e kelič ‫ ﺍﻧﮕﺸﺖ‬‫ﺑﻨﺪ‬
gon gon gond ‫ﺑﻴﻀﻪ‬
pet pet neft ‫ﺑﻴﻨﻲ‬
pâ; qol; l̑iq̊ pâ pâ; leng ‫ﭘﺎ‬
pa:sa pâ pâšna ka:če ‫ﭘﺎﺷﻨﺔ ﭘﺎ‬
117 ‫ﺍﻧﺪﺍﻡﻫﺎﻱ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﻭ ﻭﺍژﻩﻫﺎﻱ ﻭﺍﺑﺴﺘﻪ‬

‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬

âwes âwes zowâr âwes
âw-e lüt mef; čel̆m mef; xwǝr čel̆m; meš
tef tef; l̑/yar tef; le:r tef
bala-merk bala-merk bal̑a-merk qiŋânesk
qorqina qerq̊ene: varbüq̊ qorqe:na
bǝru berüwa bǝrö beru
soxân seq(q)ân soxo zoxân
qalama qalama bal̑a-pâ; q̊alama sâq
asr asr; erme:s as(s)er asǝr
kel̂ek keleg/k kel̂ik kelek
---- keleg-e dušâw-l̆e:sa ---- ----
kel̂k-a kala keleg-a kal̆eŋ-a kel̂ik kal̆a/e(ŋ) kelk-a kal̆e:n-a
kel̂k-a müt-a keleg-a tut-a kel̂ik tüt-a kelk-a müt-a
bâzu bâzu; bâl bâzu; bâl bâzu
lâša laš-o-lâr l̑âr; l̑aš gyân
ban-e kel̂ek bann-e keleg/k zâk razm kelek
gon gon gwǝn gwen
lüt lut pet lüt
qol; leng qwel q̥̥̊ ol pâ; qwel
pâšna qin-pâšna qiŋ-pâšte:(r) qiŋ-pâčina
 ‫ﻓﻌﻞﻫﺎﻱ ﻻﺯﻡ ﻭ ﻣﺘﻌﺪﻱ‬

‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﻟﺮﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻓﺎﺭﺳﻲ‬

omâ-m omâ(d-e)m (o/ǝ)ve:yδ-om ‫ﺁﻣﺪﻡ‬
omâ-yi omâ-y (o/ǝ)ve:yδ-i ‫ﺁﻣﺪﻱ‬
omâ omâ (o/ǝ)ve:y(δ-ak) ‫ﺁﻣﺪ‬
omâ-ye:m omâ-ym(on) (o/ǝ)ve:yδ-im ‫ﺁﻣﺪﻳﻢ‬
omâ-ye:t omâ-yt(on) (o/ǝ)ve:yδ-in ‫ﺁﻣﺪﻳﺪ‬
omâ-n omâ(d-e)n (o/ǝ)ve:yδ-en ‫ﺁﻣﺪﻧﺪ‬
mi-(yo)mâ-m mi-mâ(d-e)m i-ve:yδ-om ‫ﻣﻲﺁﻣﺪﻡ‬
mi-(yo)mâ-yi mi-mâ-y i-ve:yδ-i ‫ﻣﻲﺁﻣﺪﻱ‬
mi-(yo)mâ mi-mâ i-ve:y(δ-ak) ‫ﻣﻲﺁﻣﺪ‬
mi-(yo)mâ-ye:m mi-mâ-ym(on) i-ve:yδ-im ‫ﻣﻲﺁﻣﺪﻳﻢ‬
mi-(yo)mâ-ye:t mi-mâ-yt(on) i-ve:yδ-in ‫ﻣﻲﺁﻣﺪﻳﺪ‬
mi-(yo)mâ-n mi-mâ(d-e)n i-ve:yδ-en ‫ﻣﻲﺁﻣﺪﻧﺪ‬
omâ-ma omâ(d-e)ma (o/ǝ)ve:yδ-ome ‫ﺁﻣﺪﻩﺍﻡ‬
omâ-ya omâ-ya (o/ǝ)ve:yδ-iye ‫ﺁﻣﺪﻩﺍﻱ‬
omâ-’a omâd-a (o/ǝ)ve:yδ-e ‫ﺁﻣﺪﻩ ﺍﺳﺖ‬
omâ-’e:ma omâ-ym(on)a (o/ǝ)ve:yδ-ime ‫ﺁﻣﺪﻩﺍﻳﻢ‬
omâ-’e:ta omâ-yt(on)a (o/ǝ)ve:yδ-ine ‫ﺁﻣﺪﻩﺍﻳﺪ‬
omâ-na omâ(d-e)na (o/ǝ)ve:yδ-ene ‫ﺁﻣﺪﻩﺍﻧﺪ‬
omâ-mi omâ(d)-eydem (o/ǝ)ve:yδ-om bi 102
P27F
‫ﺁﻣﺪﻩ ﺑﻮﺩﻡ‬
omâ-yi’i omâ(d)-eydi (o/ǝ)ve:y bi ‫ﺁﻣﺪﻩ ﺑﻮﺩﻱ‬
257 ‫ﻓﻌﻞﻫﺎﻱ ﻻﺯﻡ ﻭ ﻣﺘﻌﺪﻱ‬

‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬

hât-em hât-em hat-em hâm-eyem
hât-i hât-i(d/ den) hat-i(n) hâm-eyi
hât hât hat hâma
hât-im(en) hât-im(en) hat-im(en) hâm-eyâm
hât-in hât-in hat-ino(n) hâm-eya
hât-en hât-en hat-en hâm-eyen
hât-iyâm hât-em ma-hat-em m-âm-eyem
hât-iyây(t) hât-i(d/ den) ma-hat-i(n) m-âm-eyi
hât-iyâ hât ma-hat m-âma
hât-iyâym(en) hât-im(en) ma-hat-im(en) m-âm-eyâm
hât-iyâyn hât-in ma-hat-ino(n) m-âm-eya
hât-iyân hât-en ma-hat-en m-âm-eyen
hât-ema hât-ema hat-ema hâm-eyem
hât-ida hât-id/ya hat-ina hâm-eyi
hât-eya hât-eya hat-e:ya hâm-e:
hât-im(ǝn)a hât-im(en)a hat-imena hâm-eyâm
hât-ina hât-ina hat-inona hâm-eya
hât-ena hât-ena hat-ena hâm-eyen
hât-üm hât-üm hat-üm hâm-awim
hât-üt hât-üd(en) hat-ün hâm-awi
 (‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ‬ 258

‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬ ‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬ ‫ﻟﺮﻱ ﻫﻔﺖﻟﻨﮓ‬ ‫ﻓﺎﺭﺳﻲ‬

omâ-yi omâ(d)-ey(d) (o/ǝ)ve:y bi ‫ﺁﻣﺪﻩ ﺑﻮﺩ‬
omâ-yimi omâ(d)-eydim(on) (o/ǝ)ve:yδ-im bi ‫ﺁﻣﺪﻩ ﺑﻮﺩﻳﻢ‬
omâ-yiti omâ(d)-eydit(on) (o/ǝ)ve:yδ-in bi ‫ﺁﻣﺪﻩ ﺑﻮﺩﻳﺪ‬
omâ-ni omâ(d)-eyden (o/ǝ)ve:yδ-en bi ‫ﺁﻣﺪﻩ ﺑﻮﺩﻧﺪ‬
omâ-’uw-em omâd-avâm (o/ǝ)ve:yδ-e bu-m ‫ﺁﻣﺪﻩ ﺑﺎﺷﻢ‬
omâ-’uw-i omâd-avây (o/ǝ)ve:yδ-e bu-i/y ‫ﺁﻣﺪﻩ ﺑﺎﺷﻲ‬
omâ-’uw-a omâd-avâ (o/ǝ)ve:yδ-e bu ‫ﺁﻣﺪﻩ ﺑﺎﺷﺪ‬
omâ-’uw-e:m omâd-avâym(on) (o/ǝ)ve:yδ-e bu-im ‫ﺁﻣﺪﻩ ﺑﺎﺷﻴﻢ‬
omâ-’uw-e:t omâd-avâyt(on) (o/ǝ)ve:yδ-e bu-in ‫ﺁﻣﺪﻩ ﺑﺎﺷﻴﺪ‬
omâ-’uw-an omâd-avân (o/ǝ)ve:y/δ-e bu-n ‫ﺁﻣﺪﻩ ﺑﺎﺷﻨﺪ‬
mi-yâ-m mi-yâ-m i-yâ-m ‫ﻣﻲﺁﻳﻢ‬
mi-yâ-yi mi-yâ-y i-yâ-y ‫ﻣﻲﺁﻳﻲ‬
mi-yâ-ya mi-yâ(-ya) i-yâ ‫ﻣﻲﺁﻳﺪ‬
mi-yâ-ye:m mi-yâ-ym(on) i-yâ-ym ‫ﻣﻲﺁﻳﻴﻢ‬
mi-yâ-ye:t mi-yâ-yt(on) i-yâ-yn ‫ﻣﻲﺁﻳﻴﺪ‬
mi-yâ-(ya)n mi-yâ-(ya)n i-yâ-n ‫ﻣﻲﺁﻳﻨﺪ‬
bi-yâ-m bi-yâ-m bi-yâ-m ‫ﺑﻴﺎﻳﻢ‬
bi-yâ-yi bi-yâ-y bi-yâ-y ‫ﺑﻴﺎﻳﻲ‬
bi-yâ-ya bi-yâ-ya bi-yâ ‫ﺑﻴﺎﻳﺪ‬
bi-yâ-ye:m bi-yâ-ym(on) bi-yâ-ym ‫ﺑﻴﺎﻳﻴﻢ‬
bi-yâ-ye:t bi-yâ-yt(on) bi-yâ-yn ‫ﺑﻴﺎﻳﻴﺪ‬
bi-yâ-(ya)n bi-yâ-(ya)n bi-yâ-n ‫ﺑﻴﺎﻳﻨﺪ‬
bi-yâ; ni-yâ bi-yâ; ni-yâ bi-yo/ ni-yo ‫ ﻧﻴﺎ‬/‫ﺑﻴﺎ‬
bi-yâ-ye:t; ni-yâ-ye:t bi-yâ-yt(on); ni-yâ-yt(on) bi-(ye)n/ na-y-in ‫ ﻧﻴﺎﻳﻴﺪ‬/‫ﺑﻴﺎﻳﻴﺪ‬
*******
259 ‫ﻓﻌﻞﻫﺎﻱ ﻻﺯﻡ ﻭ ﻣﺘﻌﺪﻱ‬

‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬ ‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬ ‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬ ‫ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬

hât-ü hât-üd(en) hat-ü hâm-awi(ya)
hât-üim(en) hât-ümen hat-ümen hâm-awiyâm
hât-üin hât-ün hat-üno(n) hâm-awiya
hât-ün hât-ün hat-ün hâm-awin
b-ât-âm b-ât-âm be-hat-âm b-âm-âtâ(ye)m
b-ât-ây(t) b-ât-ây(d) be-hat-ây(n) b-âm-âtây(i)
b-ât-â(t) b-ât-â(d) be-hat-â b-âm-âtâ(ya)
b-ât-âym(en) b-ât-âym(en) be-hat-âym(en) b-âm-âtâyâm
b-ât-âyn b-ât-âyn be-hat-âyno(n) b-âm-âtâya
b-ât-ân b-ât-ân be-hat-ân b-âm-âtâyen
t̑-am k̑/t̑-am m-â-m m-ây-em
t̑-ey(t) k̑/t̑-ey(d/ den) m-â-y(n) m-ây
t̑-e:(t) k̑/t̑-e:d(en) m-â-y m-ây
t̑-eym(en) k̑/t̑-eym(en) m-â-ym(en) m-ây-âm
t̑-eyn k̑/t̑-eyn m-â-yno(n) m-ây-a
t̑-an k̑/t̑-an m-â-n m-ây-en
b-â-m b-â-m b-â-m b-ây-em
b-â-y(t) b-â-yd b-â-yn b-ây
b-â-y/t b-â-yǝd b-â-y b-ây
b-â-ym(en) b-â-ym(en) b-â-ym(en) b-ây-âm
b-â-yn b-â-yn b-â-yno(n) b-ây-a
b-â-n b-â-n b-â-n b-ây-en
b-ow; m/n-ow b-ow; m/n-ow b-u(re:); m/n-u(re:) b-ow; m-ow
b-â-yn; m/n-â-yn b-â-n; m/n-â-n b-ur-en; m/n-ur-en b-ây-a; m-ây-a
*******
‫ﺟﻤﻠﻪﻫﺎ‬
 ‫‪ -1‬ﺍﻳﻦ ﭼﻴﺴﺖ؟‬
‫?‪: yo če-ne‬ﻟﺮﻱ ﻫﻔﺖﻟﻨﮓ‬
‫?‪: i ši-ya‬ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬
‫?‪: ya če-na‬ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬
‫?‪: ina če-y‬ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬
‫?‪: ya če-ya‬ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬
‫?‪ ya čwa-s‬ﻳﺎ ?‪: ya čw-ig-a‬ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬
‫?‪: iya ča-s‬ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬

‫‪ -2‬ﺍﻳﻦ ﺧﺎﻧﻪ ﺍﺳﺖ‪.‬‬

‫‪: yo hune-(y)e.‬ﻟﺮﻱ ﻫﻔﺖﻟﻨﮓ‬
‫‪: i xona-ya.‬ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬
‫‪: ya ho:nâ/ mâl-a.‬ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬
‫‪: ina ke-y.‬ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬
‫‪: ya mâl̆-ik-a.‬ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬
‫‪: ya mâl̆-ig-a.‬ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬
‫‪: iya mâl̆-a.‬ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬
 (‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ‬ 398

.‫ ﺍﻣﺎ ﺑﺪﺍﻥ ﻛﻪ ﺍﻳﻦ ﻛﺎﺭﻫﺎ ﺁﺧﺮ ﻭ ﻋﺎﻗﺒﺖ ﺧﻮﺷﻲ ﻧﺪﺍﺭﺩ‬،‫ ﻫﺮ ﻛﺎﺭﻱ ﺩﻟﺖ ﻣﻲﺧﻮﺍﻫﺪ ﺑﻜﻦ‬.100

‫ﻟﺮﻱ ﻫﻔﺖﻟﻨﮓ‬: har kâr-i del-et i-x-e bo-kon, vali be-dun, i kâr-(g)al âqebat-e xos/š-i
ne-δâr-e.

‫ﻟﺮﻱ ﺩﺭﻩﺟﻮﺯﺍﻧﻲ‬: har kâri del-et-a ko, vali b-a:n, i kâr-iyâ axer o aqevat-e xoš-i na:-r-
a.

‫ﻟﺮﻱ ﺳﮕﻮﻧﺪ‬: har-či hâ ba-k-i, ba-ko, amo be-l dones(s)-uwi, i kâr-iyâ âxer-âq̊uwat-i
n-âr-a.

‫ﮔﻮﺭﺍﻧﻲ ﮔﻮﺭﻩﺟﻮﻳﻲ‬: har kâr-i del̆-et gǝrk-š-e: be-kar, amâ be-zân (ke) i kâr-ân-a âxar o
âqebat xâs-ig-eš ni-ya.

‫ﻟﻜﻲ ﺩﻟﻔﺎﻧﻲ‬: har kâr-i del̆-t-a m-e: be-ka/ be-ha, vali be-zon, i kâr-eyl-a saranĵom
xwaš-e: n-e:r-e:.

‫ﻛﺮﺩﻱ ﻛﻠﻬﺮﻱ‬: har-kâr-i(g) del̆-ed twâ-y(d/ den) be-ka, vali be-zân, i kâr-eyl-a âxer-
âqewat-e xâs-i(g) n̑e-yr-e:(d/ den).

‫ﻛﺮﺩﻱ ﮔﻬﻮﺍﺭﻩﺍﻱ‬: har kâr-i(g) del̆-et twâ-y(t) be-ka, walik be-zân, i kâr-eyl-a âxer o
âqebat xâs-i(g) ne-yr-e:(t).
‫ﻣﺘﻦﻫﺎ )ﺁﻭﺍﻧﻮﻳﺴﻲ ﻭ ﺗﺮﺟﻤﻪ(‬
 ‫ﻟﺮﻱ ﺑﺨﺘﻴﺎﺭﻱ ﻫﻔﺖﻟﻨﮓ‬
65
P65F «‫ﻣﺘﻞ »ﺷﺎﻩ ﻭ ﻭﺯﻳﺮ‬
ye pâdešâ-yi bi, ye vazir-i. zan-gal-šun hič ba:če gir-ešun ni-vey(?)/ ni-
vas(?). ra:(δ), be-r-en do:mbâl … ke ba:če gir-ešun bi-yâ, ye nafar-i di(δ-e)n
min ye bâq-i, ye siv-i dâšt, do-tâ ka:n(d), dâ-š. go:(δ) “yo-n be-var, yakk-i-š
be(-δe) zine xo-t, yakk-i-š be(-δe) zine vazir-et”. ve:y(δ), dâ-šun. hâr-do
ba:če-δâr o:vi-n. zine šâ ye mâr-i verd. zine vazir ye dowar-i verd. ho ke
dowar verd xo šâδi ke, yo ke mâr-en verd azâ gere:δ.
mâr ke ve:y(δ), mar o:vi, mâr-en har taraf-i hey bord-en nâ-n, sohv ke
ver-isâ-n, mâr var-gašt, ra:(δ) min dul-e čâla-šun ĵâ gere:δ bi. ino ham
qamnâk o ino i-neša:s-en. go:(δ) “xor-e-mun! mâr ve:yδ-e taš kerd-e iro, har
velât-i ham ber-im-eš, hey i-yâ xows-e ham-iro(?).
tâ mâr ye čan mâ, mâr mo:nd, mâr be zavun âmad 66, go:(δ) “be-r-in,
P6F P

dowar vazir-en nâmzad be-kon-in si-m!”. go:(δ) “to mâr-i, vazir dowar-eš d-
e to? to xo ye mâr-i, pa če-net …” go:(δ) “âqâ be-r-in te:-šun, be-nya(r) ve-
tun d-en-eš yâ na!”. halâ ke ra:δ-en te:-š, go:(δ) “d-om-eš”. >doru-we< doru-
doru ve:y(δ-e)n ve mâr go:(δ)-en “vazir go:δ “čand i-xâ-m o čand i-xâ-m o
čand i-xâ-m, gâ(w) i-xâ-m, boz i-xâ-m, miš i-xâ-m, mâyun i-xâ-m, pil i-xâ-
m, ino-n hamme xâ-m, ĵâ šir-deyi-š, bâšloq-eš, si hamo šir-deyi-š””.
halâ ke ve:y(δ-e)n, mâr xo-š duniyes ke ho doru-we ve-š i-go-en. y-am
ve:(δ), ra:(δ) -ar go:δ bi ar na-go:δ bi-. sohv ke ver-isâ-n, bin-en -ham-ino ke
hamme râs yâ doru-we ve mâr go:(δ-e)n bi- bin-en hamme-n ne-hâδ-e(?)
dam tu, ye kif-i ham por-eš pil-e, ham-ho-ne ne-hâδ-e te:-š. bo(rd-e)n dâ-šun
ve vazir, dowar-en sey(d-e)n si mâr.
ye âveru-yi ham bi, ke vâs ke … ra:δ, kuf keši min-e âveru, âveru o:vi do-
ĵâ, ye qa:rs-i >min-eš< az hamo min del-e âveru(q) ve:y(δ) bâlâ si-š, ye
ma:nzel-i, qa:rs-e ša-yi ve:y(δ) si-š, si hamo mâr. halâ ke ve:y(δ), go:(δ)
“halâ arus-eš bo-kon-in bo-war-im-eš min hamo qa:rs”.
dun-in xo, hame-kas qa:rs če-ne!?
halâ ke ve:y(δ-e)n, sohv ke ver-i-sâ-n, ra:(δ-e)n >di(δ-e)n< be-r-en te:
dowar -âveru ke ham ye qa:l-eš min ra:-šun bi, mâr kuf keši, i qall-i ke min
ra: ino bi, ho:šk o:vi- ra:(δ-e)n te:-š. halâ ke ra:(δ-e)n, bin-en … yak-i-šun ye
pâl-e xol var-ge(re:δ), yak-i-šun ye pâl-e xâk-i var-ge(re:δ). go:(δ) “age ra:δ-
in, doδar-en xa(rd) bi, xo xâk-â-n riz-in min sar. agar-am biδ-eš-am, gol-â-n
riz-in min sar”. ra:δ-en, bin-en dowar o ye šâzde-yi-en, neša:s-e te: dowar,
min hamo qa:sr-e ša-yi-e.
halâ ke var-gašt-en, gol-â-n pyeškeni(δ)-en min sar o var-gašt-en. dar-

.‫ ﻣﻬﺮﺍﻓﺮﻭﺯ ﻛﻴﺎﻧﻲ ﻗﻠﻌﻪﺳﺮﺩﻱ‬:‫ ﺭﺍﻭﻱ‬.65

.‫ ﻣﺘﺄﺛﺮ ﺍﺯ »ﺑﻪ ﺯﺑﺎﻥ ﺁﻣﺪ« ﻓﺎﺭﺳﻲ‬.66
 ‫ﮔﻨﺠﻴﻨﺔ ﮔﻮﻳﺶﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ )ﻫﻔﺖ ﮔﻮﻳﺶ ﺍﺯ ﺣﺎﺷﻴﺔ ﺯﺍﮔﺮﺱ(‬ ‫‪408‬‬

‫…‪ve:yδ-en sâz o doholl o či nâ(δ-e)n. arusi gere:δ-en barâ 67 hamo dowar‬‬ ‫‪P67F‬‬ ‫‪P‬‬

‫‪arusi gere:δ-en o havas ke(rd-e)n, gere:(δ)-en neša:s-en. yo ham si kočir-e.‬‬

‫ﻳﻚ ﭘﺎﺩﺷﺎﻫﻲ ﺑﻮﺩ‪ ،‬ﻳﻚ ﻭﺯﻳﺮﻱ‪ .‬ﺯﻥﻫﺎﺷﺎﻥ ﻫﻴﭻ ﺑﭽﻪ ﮔﻴﺮﺷﺎﻥ ﻧﻤﻲﺁﻣﺪ )ﻟﻔﻈﻲ‪ :‬ﻧﻤﻲﺍُﻓﺘﺎﺩ)؟(‪ .‬ﺭﻓـﺖ‪،‬‬
‫ﺑﺮﻭﻧﺪ ﺩﻧﺒﺎﻝ ‪ ...‬ﻛﻪ ﺑﭽﻪ ﮔﻴﺮﺷﺎﻥ ﺑﻴﺎﻳﺪ‪ ،‬ﻳﻚ ﻧﻔﺮﻱ ﺩﻳﺪﻧﺪ‪ ،‬ﺗﻮﻱ ﻳـﻚ ﺑـﺎﻏﻲ >ﻛـﻪ< ﻳـﻚ >ﺩﺭﺧـﺖ<‬
‫ﺳﻴﺐ ﺩﺍﺷﺖ‪ ،‬ﺩﻭﺗﺎ ﻛﻨﺪ‪ ،‬ﺩﺍﺩ ﺑﻬﺶ‪ .‬ﮔﻔﺖ »ﺍﻳﻦ ﺭﺍ ﺑﺒﺮ‪ ،‬ﻳﻜﻴﺶ ﺭﺍ ﺑﺪﻩ ﺑﻪ ﺯﻥ ﺧﻮﺩﺕ‪ ،‬ﻳﻜﻴﺶ ﺭﺍ ﺑﺪﻩ ﺑﻪ ﺯﻥ‬
‫ﻭﺯﻳﺮﺕ«‪ .‬ﺁﻣﺪ‪ ،‬ﺩﺍﺩ ﺑﻬﺸﺎﻥ >ﻭ< ﻫﺮﺩﻭ ﺑﭽﻪﺩﺍﺭ ﺷﺪﻧﺪ‪ .‬ﺯﻥ ﺷﺎﻩ ﻳﻚ ﻣﺎﺭ >ﺑﻪ ﺩﻧﻴﺎ< ﺁﻭﺭﺩ‪ .‬ﺯﻥ ﻭﺯﻳﺮ ﻳـﻚ‬
‫ﺩﺧﺘﺮ >ﺑﻪ ﺩﻧﻴﺎ< ﺁﻭﺭﺩ‪ .‬ﺁﻥ ﻛﻪ ﺩﺧﺘﺮ ﺁﻭﺭﺩ‪ ،‬ﺧﺐ ﺷﺎﺩﻱ ﻛﺮﺩ‪ .‬ﺍﻳﻦ ﻛﻪ ﻣﺎﺭ ﺭﺍ ﺁﻭﺭﺩ‪ ،‬ﻋﺰﺍ ﮔﺮﻓﺖ‪.‬‬
‫ﻣﺎﺭ ﻛﻪ >ﺑﻪ ﺩﻧﻴﺎ< ﺁﻣﺪ >ﻭ< ﻣﺎﺭ ﺷﺪ‪ ،‬ﻣﺎﺭ ﺭﺍ ﻫﺮ ﻃﺮﻑ ﻫﻲ ﺑﺮﺩﻧﺪ ﻧﻬﺎﺩﻧﺪ‪ ،‬ﻓﺮﺩﺍ ﻛﻪ ﺑﺮﺧﺎﺳﺘﻨﺪ‪ ،‬ﻣﺎﺭ‬
‫ﺑﺮﮔﺸﺘـ>ـﻪ ﺑﻮﺩ<‪ ،‬ﺭﻓﺘـ>ـﻪ ﺑﻮﺩ< ﺗﻮﻱ ﻛﻨﺎﺭﺓ ﺍﺟﺎﻗﺸﺎﻥ ‪ 68‬ﺟﺎ ﮔﺮﻓﺘﻪ ﺑﻮﺩ‪ .‬ﺍﻳﻦﻫﺎ ﻫﻢ ﻏﻤﻨﺎﻙ ﻭ ﺍﻳﻦﻫﺎ‬
‫‪P‬‬ ‫‪P68F‬‬

‫ﻣﻲﻧﺸﺴﺘﻨﺪ‪> .‬ﺷﺎﻩ< ﮔﻔﺖ‪» :‬ﻣﻲﺧﻮﺭﺩﻣﺎﻥ! ﻣﺎﺭ ﺁﻣﺪﻩ ﺟﺎ ﺧﻮﺵ ﻛﺮﺩﻩ ﺍﺳﺖ )ﻟﻔﻈﻲ‪ :‬ﺁﺗﺶ ﻛﺮﺩﻩ ﺍﺳﺖ(‬
‫ﺍﻳﻨﺠﺎ‪ ،‬ﻫﺮﺟﺎ )ﻟﻔﻈﻲ‪ :‬ﻫﺮ ﻭﻻﻳﺘﻲ( ﻫﻢ ﺑﺒﺮﻳﻤﺶ‪ ،‬ﻫﻲ ﻣﻲﺁﻳﺪ ﻣﻲﺧﻮﺍﺑﺪ ﻫﻤﻴﻨﺠﺎ«‪.‬‬
‫>ﺗﺎ< ﻣﺎﺭ ﻳﻪ ﭼﻨﺪ ﻣﺎﻩ‪ ،‬ﻣﺎﺭ ﻣﺎﻧﺪ‪> .‬ﺑﻌﺪ< ﻣﺎﺭ ﺑﻪ ﺯﺑﺎﻥ ﺁﻣﺪ‪ ،‬ﮔﻔﺖ‪» :‬ﺑﺮﻭﻳـﺪ‪ ،‬ﺩﺧﺘـﺮ ﻭﺯﻳـﺮ ﺭﺍ ﺑـﺮﺍﻳﻢ‬
‫ﻧﺎﻣﺰﺩ ﻛﻨﻴﺪ«! >ﺷﺎﻩ< ﮔﻔﺖ‪» :‬ﺗﻮ ﻣﺎﺭﻱ‪ ،‬ﻭﺯﻳﺮ ﺩﺧﺘﺮﺵ ﺭﺍ ﻣﻲﺩﻫﺪ ﺑﻪ ﺗﻮ!؟ ﺗﻮ ﻛﻪ ﻳـﻚ ﻣـﺎﺭﻱ‪ ،‬ﭘـﺲ‬
‫ﭼﻲﺍﺕ ‪ .«...‬ﮔﻔﺖ‪» :‬ﺁﻗﺎ ﺑﺮﻭﻳﺪ ﭘﻴﺸﺸﺎﻥ‪ ،‬ﺑﻨﮕﺮ>ﻳﺪ ﻛﻪ< ﺑﻪﺗﺎﻥ ﻣﻲﺩﻫﻨﺪﺵ ﻳﺎ ﻧﻪ«!؟ ﺣﺎﻻ ﻛـﻪ ﺭﻓﺘﻨـﺪ‬
‫ﭘﻴﺸﺶ‪> ،‬ﻭﺯﻳﺮ< ﮔﻔﺖ‪>» :‬ﺩﺧﺘﺮ ﺭﺍ< ﻣﻲﺩﻫﻢ«‪> ،‬ﺍﻣﺎ ﺍﻳﻦﻫﺎ< ﺁﻣﺪﻧﺪ ﺑـﻪﺩﺭﻭﻍ )ﻟﻔﻈـﻲ‪ :‬ﺩﺭﻭﻍﺩﺭﻭﻍ(‬
‫ﺑﻪ ﻣﺎﺭ ﮔﻔﺘﻨﺪ‪» :‬ﻭﺯﻳﺮ ﮔﻔﺖ‪” :‬ﭼﻨﺪ ﻣﻲﺧﻮﺍﻫﻢ ﻭ ﭼﻨﺪ ﻣﻲﺧﻮﺍﻫﻢ ﻭ ﭼﻨﺪ ﻣﻲﺧﻮﺍﻫﻢ‪ ،‬ﮔﺎﻭ ﻣﻲﺧـﻮﺍﻫﻢ‪ ،‬ﺑـﺰ‬
‫ﻣﻲﺧﻮﺍﻫﻢ‪ ،‬ﻣﻴﺶ ﻣﻲﺧﻮﺍﻫﻢ‪ ،‬ﻣﺎﺩﻳﺎﻥ ﻣﻲﺧﻮﺍﻫﻢ‪ ،‬ﭘﻮﻝ ﻣﻲﺧﻮﺍﻫﻢ‪ .‬ﺍﻳﻦﻫﺎ ﻫﻤﻪ ﺭﺍ ﻣﻲﺧﻮﺍﻫﻢ ﺑـﻪﺟـﺎﻱ‬
‫ﺷﻴﺮﺑﻬﺎﻳﺶ‪ ،‬ﺑﺎﺷﻠُﻘﺶ )= ﻣﻬﺮﻳﻪﺍﺵ(‪ ،‬ﺑﺮﺍﻱ ﻫﻤﺎﻥ ﺷﻴﺮﺑﻬﺎﻳﺶ“« )= ﺷﺮﺍﻳﻂ ﺳﺨﺘﻲ ﺍﺯ ﺯﺑﺎﻥ ﻭﺯﻳﺮ ﺑـﻪ‬
‫ﻣﺎﺭ ﮔﻔﺘﻨﺪ ﺗﺎ ﻣﻨﺼﺮﻑ ﺷﻮﺩ(‪.‬‬
‫ﺣﺎﻻ ﻛﻪ ﺁﻣﺪﻧﺪ‪ ،‬ﻣﺎﺭ ﺧﻮﺩﺵ ﺩﺍﻧﺴﺖ ﻛﻪ ﺁﻥ ﺩﺭﻭﻍ >ﺍﺳﺖ ﻛﻪ< ﺑﻬﺶ ﻣﻲﮔﻮﻳﻨﺪ‪ .‬ﺍﻳـﻦ ﻫـﻢ ﺁﻣـﺪ‪،‬‬
‫ﺭﻓﺖ ‪-‬ﺍﮔـﺮ ﮔﻔﺘـﻪ ﺑﻮﺩ ﺍﮔﺮ ﻧﮕﻔﺘـﻪ ﺑﻮﺩ‪> -‬ﺷﻴﺮﺑﻬﺎ ﺭﺍ ﻓﺮﺍﻫـﻢ ﻛﺮﺩ<‪ .‬ﻓﺮﺩﺍ ﻛـﻪ ﺑﺮﺧﺎﺳـﺘﻨﺪ‪ ،‬ﻣﻲﺑﻴﻨﻨــﺪ‬
‫‪-‬ﻫﻤﻴﻦﻫﺎ )= ﺧﺎﻧﻮﺍﺩﺓ ﻣﺎﺭ( ﻛﻪ >ﺁﻥ< ﻫﻤﻪ ﺭﺍﺳﺖﻭﺩﺭﻭﻍ )ﻟﻔﻈﻲ‪ :‬ﺭﺍﺳﺖ ﻳـﺎ ﺩﺭﻭﻍ( ﺭﺍ ﺑـﻪ ﻣـﺎﺭ ﮔﻔﺘـﻪ‬
‫ﺑﻮﺩﻧﺪ‪ -‬ﻣﻲﺑﻴﻨﻨﺪ ﻫﻤﺔ >ﺷﻴﺮﺑﻬﺎ< ﺭﺍ ﻧﻬﺎﺩﻩ ﺍﺳﺖ ﺩﻡ ﺧﺎﻧﻪ‪/‬ﺍﺗﺎﻕ‪ ،‬ﻳﻚ ﻛﻴﻔـﻲ ﻫـﻢ ﭘـﺮ ﺍﺯ ﭘـﻮﻝ ﺍﺳـﺖ‪،‬‬
‫ﻫﻤﺎﻥ ﺭﺍ ﻧﻬﺎﺩﻩ ﻛﻨﺎﺭﺵ‪ .‬ﺑﺮﺩﻧﺪ‪ ،‬ﺩﺍﺩﻧﺪﺷﺎﻥ ﺑﻪ ﻭﺯﻳﺮ‪ ،‬ﺩﺧﺘﺮ ﺭﺍ ﮔﺮﻓﺘﻨﺪ ﺑﺮﺍﻱ ﻣﺎﺭ‪.‬‬
‫ﻳﻚ ﺭﻭﺩﺧﺎﻧﻪﺍﻱ ﻫﻢ ﺑﻮﺩ ﻛﻪ ﺑﺎﻳﺪ ‪ ...‬ﺭﻓﺖ ﺩﻣﻴﺪ ﺗﻮﻱ ﺭﻭﺩﺧﺎﻧﻪ‪ ،‬ﺭﻭﺩﺧﺎﻧﻪ ﺩﻭﻧﻴﻢ ﺷﺪ‪ .‬ﺍﺯ ﻫﻤﺎﻥ ﺗﻮﻱ‬
‫ﺭﻭﺩﺧﺎﻧﻪ‪ ،‬ﻳﻚ ﻗﺼﺮ ﺑﺮﺍﻳﺶ ﺑﺎﻻ ﺁﻣﺪ‪ ،‬ﻳﻚ ﻣﻨﺰﻟﻲ‪ ،‬ﻗﺼﺮ ﺷﺎﻫﻲﺍﻱ ﺑﺮﺍﻳﺶ >ﺑﺮ<ﺁﻣﺪ‪ ،‬ﺑﺮﺍﻱ ﻫﻤﺎﻥ ﻣﺎﺭ‪.‬‬

‫‪ .67‬ﻣﺘﺄﺛﺮ ﺍﺯ »ﺑﺮﺍﻱ« ﻓﺎﺭﺳﻲ ﻭ ﺑﻪﺟﺎﻱ ‪» si‬ﺑﺮﺍﻱ« ﻛﻪ ﺩﺭ ﺟﺎﻫﺎﻱ ﺩﻳﮕﺮ ﺑﻪﻛﺎﺭ ﺭﻓﺘﻪ ﺍﺳﺖ‪.‬‬
‫‪ dul-e čâla .68‬ﺑﺨﺸﻲ ﺍﺯ ﺍﺟﺎﻕ ﻭﺳﻂ ﺧﺎﻧﻪ )‪ (čâle‬ﺍﺳﺖ ﻛﻪ ﻧﻪ ﺁﺗﺶ ﻭ ﺯﻏﺎﻝ ﻛﻪ ﺍﺩﺍﻣﺔ ﻫﻨﻮﺯ ﻧﺎﺳﻮﺧﺘﺔ ﻫﻴﺰﻡ ﺩﺭ ﺁﻥ‬
‫ﺍﺳﺖ ﻭ ﺍﺯ ﺁﺗﺶ ﺍﺟﺎﻕ ﮔﺮﻡ ﺍﺳﺖ‪.‬‬
‫‪409‬‬ ‫ﻣﺘﻦﻫﺎ )ﺁﻭﺍﻧﻮﻳﺴﻲ ﻭ ﺗﺮﺟﻤﻪ(‬

‫ﺣﺎﻻ ﻛﻪ ﺁﻣﺪ‪ ،‬ﮔﻔﺖ‪» :‬ﺣﺎﻻ ﻋﺮﻭﺳﺶ ﺑﻜﻨﻴﺪ >ﺗﺎ< ﺑﺒﺮﻳﻤﺶ ﺗﻮﻱ ﻫﻤﺎﻥ ﻗﺼﺮ«‪.‬‬
‫ﻫﻤﻪﻛﺲ ﻣﻲﺩﺍﻧﻴﺪ ﻛﻪ ﻗﺼﺮ ﭼﻲ ﺍﺳﺖ!؟‬
‫ﺣﺎﻻ ﻛﻪ ﺁﻣﺪﻧﺪ‪ ،‬ﻓﺮﺩﺍ ﻛﻪ ﺑﺮﺧﺎﺳﺘﻨﺪ‪ ،‬ﺭﻓﺘﻨﺪ ﺑﺮﻭﻧﺪ ﭘﻴﺶ ﺩﺧﺘﺮ ‪-‬ﺭﻭﺩﺧﺎﻧﻪ>ﺍﻱ< ﻫﻢ ﻛـﻪ ﻧﻴﻤـﻲﺍﺵ‬
‫ﺗﻮﻱ ﺭﺍﻫﺸـﺎﻥ ﺑﻮﺩ‪ ،‬ﻣﺎﺭ ﺩﻣﻴـﺪ >ﻭ< ﺍﻳﻦ ﻧﻴﻤﻪﺍﻱ ﻛﻪ ﺗﻮﻱ ﺭﺍﻩ ﺍﻳﻦﻫـﺎ ﺑـﻮﺩ‪ ،‬ﺧﺸـﻚ ﺷـﺪ‪ 69 -‬ﺭﻓﺘﻨـﺪ‬
‫‪P‬‬ ‫‪P69F‬‬

‫ﭘﻴﺸﺶ‪ .‬ﺣﺎﻻ ﻛﻪ ﺭﻓﺘﻨﺪ ﻣﻲﺑﻴﻨﻨﺪ ‪> ...‬ﻗﺒﻠﺶ< ﻳﻜﻲﺷﺎﻥ ﻳﻚ ﭘﻴﺎﻟﻪ ﺧﺎﻛﺴﺘﺮ ‪ 70‬ﺑﺮﺩﺍﺷـﺖ‪ ،‬ﻳﻜـﻲﺷـﺎﻥ‬
‫‪P‬‬ ‫‪P70F‬‬

‫ﻳﻚ ﭘﻴﺎﻟﻪ ﺧﺎﻙ ﺑﺮﺩﺍﺷﺖ‪ .‬ﮔﻔﺖ‪» :‬ﺍﮔﺮ ﺭﻓﺘﻴﺪ >ﻭ< ﺩﺧﺘﺮ ﺭﺍ ﺧﻮﺭﺩﻩ ﺑﻮﺩ‪ ،‬ﺧﺐ ﺧـﺎﻙﻫـﺎ ﺭﺍ ﺑﺮﻳﺰﻳـﺪ ﺑـﻪ‬
‫ﺳﺮ‪ .‬ﺍﮔﺮ ﻫﻢ ﺑﻮﺩﺵ‪ ،‬ﮔُﻞﻫﺎ ﺭﺍ ﺑﺮﻳﺰﻳﺪ ﺑﻪ ﺳﺮ« ‪ .71‬ﺭﻓﺘﻨﺪ‪ ،‬ﻣﻲﺑﻴﻨﻨﺪ ﺩﺧﺘـﺮ ﻭ ﻳـﻚ ﺷـﺎﻫﺰﺍﺩﻩﺍﻱﺍﻧـﺪ >ﻭ‬
‫‪P‬‬ ‫‪P71F‬‬

‫ﺷﺎﻫﺰﺍﺩﻩ< ﻧﺸﺴﺘﻪ ﺍﺳﺖ ﻛﻨﺎﺭ ﺩﺧﺘﺮ‪ ،‬ﺗﻮﻱ ﻫﻤﺎﻥ ﻗﺼﺮ ﺷﺎﻫﻲ ﺍﺳﺖ‪.‬‬
‫ﺣﺎﻻ ﻛﻪ ﺑﺮﮔﺸﺘﻨﺪ‪ ،‬ﮔُﻞﻫﺎ ﺭﺍ ﺍﻓﺸﺎﻧﺪﻧﺪ ﺗﻮﻱ ﺳﺮ ﻭ ﺑﺮﮔﺸـﺘﻨﺪ‪ .‬ﺩﺭﺁﻣﺪﻧـﺪ ﺳـﺎﺯ ﻭ ﺩﻫـﻞ ﻭ >ﺍﻳـﻦ<‬
‫ﭼﻴﺰ>ﻫﺎ< ﺑﺮﭘﺎ ﻛﺮﺩﻧﺪ >ﻭ< ﻋﺮﻭﺳﻲ ﮔﺮﻓﺘﻨﺪ‪ ،‬ﺑﺮﺍﻱ ﻫﻤﺎﻥ ﺩﺧﺘﺮ ‪ ...‬ﻋﺮﻭﺳﻲ ﮔﺮﻓﺘﻨﺪ ﻭ ﺷﺎﺩﻱ ﻛﺮﺩﻧـﺪ‬
‫>ﻭ< ﮔﺮﻓﺘﻨﺪ ﻧﺸﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻫﻢ >ﻳﻚ ﺩﺍﺳﺘﺎﻥ< ﻛﻮﺗﺎﻩ )ﻟﻔﻈﻲ‪ :‬ﺑﺮﺍﻱ ﻛﻮﭼﻜﻪ(‪.‬‬

‫‪72‬‬
‫ﻣﺘﻞ »ﺧﺮ ﻣﺎ ﺍﺯ ﻛﺮﮔﻲ ﺩﻡ ﻧﺪﺍﺷﺖ«‬
‫‪P72F‬‬

‫‪ye piyâ-yi bi, ye bâr-i kerd bi, i-ra:(δ) ke be-r-e, xar-eš ĵelow-š bi ye kam‬‬
‫‪navâr̊ofiδa-š sos o:vi, ra:δ min garden-eš. tâ ra:(δ), ye piyâ-yi ra:(δ), piyâ-ke‬‬
‫‪ve:y(δ) bi-yâ, go:(δ) “hamo xar-en der̊ be-δe, navâr̊ofiδa-š te:ng bo-kon!”.‬‬
‫‪zur-eš dâ tâ dim-eš ka:n, dim-eš ča:gni >go:(δ)< ra:(δ) gere:δ-eš, go:(δ) “vel-‬‬
‫‪et ni-kon-om, vâ bo-war-me-et te: qâzi tâ … mo go:(δ-o)m “te:ng-eš bo-‬‬
‫‪ko!”, go:(δ-o)m “dim-e xar-om be-kan?”” go:(δ) “xo bi-yâ be-r-im te: qâzi,‬‬
‫‪har-či bori, d-om-et”.‬‬
‫‪ra:(δ-e)n deven-tar, yak-i swâr asb ve:y(δ) bi-ya, ra:(δ) da:sšuri, asb-en‬‬
‫‪vel-eš ke(rd) ra:(δ) da:sšuri. ve ra: hey ve:y(δ), u piyâ ham ra:(δ) be-r-e lam,‬‬
‫‪bo:ng-eš ke(rd), go:(δ) “bi-za:mati ye bard-i ver-de ve hamo asb-o tâ bi-yâ-m‬‬
‫‪be-res-om ve-š”. bard ver d-e ve-š, tya-š kur kon-e. go:(δ) “pa ve-t go:(δ-o)m‬‬
‫‪“der̊-eš be-δ-e!”, go:(δ-o)m “tya-š bo-ko?””. ho ham ve-š go:(δ) “mo vâ bo-‬‬
‫‪war-om-et te: qâzi”. yo de-ttâ.‬‬
‫‪ra:(δ) deven-tar, i-x-e ve das i de-ttâ be-gorus-e, pyer-e zen-e min kom‬‬
‫)‪zine šekam-por̊-i, šiš mâ ba:če dâšt, ba:če ho-n-am ka:nd. mira-š ve:y(δ‬‬
‫‪âvizun o:vi ve-š, go:(δ) “pa mo šiš mâ zina-m ba:če dâšt, ba:ča-š … pyeres-i,‬‬

‫‪ .69‬ﺩﺭ ﺍﻳﻨﺠﺎ ﻇﺎﻫﺮﺍً ﭘﺎﺭﻩﺍﻱ ﺍﺯ ﻗﺼﻪ ﻳﺎ ﺗﻮﺿﻴﺤﻲ ﻣﺮﺗﺒﻂ ﺑﺎ ﻧﻴﻤﺔ ﺧﺸﻚ ﺭﻭﺩﺧﺎﻧﻪ‪ ،‬ﻧﺎﮔﻔﺘﻪ ﻣﻲﻣﺎﻧﺪ‪.‬‬
‫‪ .70‬ﭼﻨﺎﻧﻜﻪ ﺍﺯ ﺍﺩﺍﻣﺔ ﺩﺍﺳﺘﺎﻥ ﺑﺮﻣﻲﺁﻳﺪ‪ ،‬ﻇﺎﻫﺮﺍً ‪» xol‬ﺧﺎﻛﺴﺘﺮ« ﺑﻪﺍﺷﺘﺒﺎﻩ ﺑﻪﺟﺎﻱ ‪» gol‬ﮔُﻞ« ﮔﻔﺘﻪ ﻣﻲﺷﻮﺩ‪.‬‬
‫‪ .71‬ﻇﺎﻫﺮﺍً ﺍﺯ ﻛﺴﺎﻧﻲ ﻛﻪ ﻣﺄﻣﻮﺭ ﺑﺮﺭﺳﻲ ﻭﺿﻌﻴﺖ ﺩﺧﺘﺮ ﺷﺪﻩﺍﻧﺪ‪ ،‬ﺧﻮﺍﺳﺘﻪ ﻣﻲﺷﻮﺩ ﺗﺎ ﺑﻪﺻﻮﺭﺕ ﺭﻣﺰﻱ‪ ،‬ﺑﺎ ﺭﻳﺨﺘﻦ ﺧﺎﻙ ﻳﺎ ﮔُﻞ‬
‫ﺑﻪ ﺳﺮ‪ ،‬ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺍﺯ ﺯﻧﺪﻩ ﺑﻮﺩﻥ ﻳﺎ ﻧﺒﻮﺩﻥ ﺩﺧﺘﺮ ﺁﮔﺎﻩ ﻛﻨﻨﺪ ﻳﺎ ﺍﻳﻦﻛﻪ ﺑﻪﺻﻮﺭﺕ ﻧﻤﺎﺩﻳﻦ‪ ،‬ﺍﻧﺪﻭﻩ ﻳﺎ ﺷﺎﺩﻱ ﺧﻮﺩ ﺭﺍ ﻧﺸﺎﻥ ﺩﻫﻨﺪ‪.‬‬
‫‪ .72‬ﺭﺍﻭﻱ‪ :‬ﻣﻬﺮﺍﻓﺮﻭﺯ ﻛﻴﺎﻧﻲ ﻗﻠﻌﻪﺳﺮﺩﻱ‪.‬‬
‫ﻧﻤﺎﻳﺔ ﻓﺎﺭﺳﻲ‬
 ‫ﺁﻣﺪﻩ ﺑﺎﺷﻴﺪ ‪258‬‬ ‫ﺁﺯﺍﺩ ‪244‬‬ ‫ﺁﺏ ‪210‬‬
‫ﺁﻣﺪﻩ ﺑﺎﺷﻴﻢ ‪258‬‬ ‫ﺁﺳﺎﻥ ‪244‬‬ ‫ﺁﺑﺎﺩ ‪244‬‬
‫ﺁﻣﺪﻩ ﺑﻮﺩ ‪258‬‬ ‫ﺁﺳﺘﺎﻧﺔ ﺩﺭ )ﺩﺭﮔﺎﻩ( ‪162‬‬ ‫ﺁﺑﺎﺩﻱ ‪162‬‬
‫ﺁﻣﺪﻩ ﺑﻮﺩﻡ ‪256‬‬ ‫ﺁﺳﺘﻴﻦ ‪170‬‬ ‫ﺁﺏﺍﻧﺒﺎﺭ ‪162‬‬
‫ﺁﻣﺪﻩ ﺑﻮﺩﻧﺪ ‪258‬‬ ‫ﺁﺳﻢ )ﺗﻨﮕﻲﻧﻔﺲ( ‪144‬‬ ‫ﺁﺏِ ﺑﻴﻨﻲ ‪116‬‬
‫ﺁﻣﺪﻩ ﺑﻮﺩﻱ ‪256‬‬ ‫ﺁﺳﻤﺎﻥ ‪210‬‬ ‫ﺁﺏ ﺩﺍﺩﻥ ‪334‬‬
‫ﺁﻣﺪﻩ ﺑﻮﺩﻳﺪ ‪258‬‬ ‫ﺁﺳﻴﺎﺏ ‪162‬‬ ‫ﺁﺏِ ﺩﻫﺎﻥ ‪116‬‬
‫ﺁﻣﺪﻩ ﺑﻮﺩﻳﻢ ‪258‬‬ ‫ﺁﺵ ‪186‬‬ ‫ﺁﺑﺪﺯﺩﻙ ‪200‬‬
‫ﺁﻣﺪﻩﺍﻡ ‪256‬‬ ‫ﺁﺷﭙﺰ ‪158‬‬ ‫ﺁﺑﺮﻓﺖ ‪206‬‬
‫ﺁﻣﺪﻩﺍﻧﺪ ‪256‬‬ ‫ﺁﺷﭙﺰﺧﺎﻧﻪ ‪162‬‬ ‫ﺁﺏِﺭﻭ ‪232‬‬
‫ﺁﻣﺪﻩﺍﻱ ‪256‬‬ ‫ﺁﺷﺘﻲ ‪232‬‬ ‫ﺁﺑﺴﺘﻦ ‪116‬‬
‫ﺁﻣﺪﻩﺍﻳﺪ ‪256‬‬ ‫ﺁﺷﺘﻲﻛﺮﺩﻥ ‪334‬‬ ‫ﺁﺑﻜﺶ )ﺻﺎﻓﻲ ﺑﺮﻧﺞ( ‪126‬‬
‫ﺁﻣﺪﻩﺍﻳﻢ ‪256‬‬ ‫ﺁﺷﻔﺘﻪ ‪232‬‬ ‫ﺁﺏﮔﻮﺷﺖ ‪186‬‬
‫ﺁﻣﺪﻱ ‪256‬‬ ‫ﺁﻏﻞ ‪162‬‬ ‫ﺁﺑﻠﻪ ‪144‬‬
‫ﺁﻣﺪﻳﺪ ‪256‬‬ ‫ﺁﻏﻮﺯ ‪186‬‬ ‫ﺁﺑﻠﻪ ﻣﺮﻏﺎﻥ ‪144‬‬
‫ﺁﻣﺪﻳﻢ ‪256‬‬ ‫ﺁﻓﺖ‪ ‬ﺍﻧﮕﻮﺭ ‪144‬‬ ‫ﺁﺏﻣﺮﻭﺍﺭﻳﺪ ‪144‬‬
‫ﺁﻣﻮﺧﺖ ‪294‬‬ ‫ﺁﻓﺖ‪ ‬ﺑﺮﻧﺞ ‪144‬‬ ‫ﺁﺑﻴﺎﺭ )ﻣﻴﺮﺍﺏ( ‪158‬‬
‫ﺁﻣﻮﺧﺘﻦ ‪294‬‬ ‫ﺁﻓﺖ‪ ‬ﺳﻴﺎﻫﻲِ ﮔﻨﺪﻡ ‪144‬‬ ‫ﺁﺑﻲ ‪226‬‬
‫ﺁﻥ ‪228‬‬ ‫ﺁﻓﺘﺎﺏ ‪210‬‬ ‫ﺁﺑﻴﺎﺭﻱ ﻛﺮﺩﻥ ‪334‬‬
‫ﺁﻧﺠﺎ ‪228‬‬ ‫ﺁﻓﺘﺎﺑﻪ ‪126‬‬ ‫ﺁﺗﺶ ‪210‬‬
‫ﺁﻥ ﻛﻪ ﺑﺎ ﭼﺎﺭﭘﺎ ﺑﺎﺭ ﻣﻲﺑﺮﺩ ‪158‬‬ ‫ﺁﻟﺒﺎﻟﻮ ‪176‬‬ ‫ﺁﺗﺶ ﺯﺩﻥ ‪334‬‬
‫ﺁﻧﮕﺎﻩ ‪218‬‬ ‫ﺁﻟﻮ ‪176‬‬ ‫ﺁﺗﺶ ﮔﺮﻓﺘﻦ ‪334‬‬
‫ﺁﻥﻫﺎ ‪228‬‬ ‫ﺁﻣﺪ ‪294 ،256‬‬ ‫ﺁﺟﺮ ‪162‬‬
‫ﺁﻭﺍﺯ ‪232‬‬ ‫ﺁﻣﺪﻡ ‪256‬‬ ‫ﺁﺧﺮ ‪244‬‬
‫ﺁﻭﺭﺩ ‪294‬‬ ‫ﺁﻣﺪﻥ ‪294‬‬ ‫ﺁﺧﻮﺭ ‪162‬‬
‫ﺁﻭﺭﺩﻥ ‪294‬‬ ‫ﺁﻣﺪﻧﺪ ‪256‬‬ ‫ﺁﺧﻮﻧﺪﻙ ‪200‬‬
‫ﺁﻭﻳﺨﺖ ‪294‬‬ ‫ﺁﻣﺪﻩ ﺍﺳﺖ ‪256‬‬ ‫ﺁﺭﺩ ‪186‬‬
‫ﺁﻭﻳﺨﺘﻦ ‪294‬‬ ‫ﺁﻣﺪﻩ ﺑﺎﺷﺪ ‪258‬‬ ‫ﺁﺭﺩﺑﻴﺰ ‪126‬‬
‫ﺁﻭﻳﺸﻦ ‪178‬‬ ‫ﺁﻣﺪﻩ ﺑﺎﺷﻢ ‪258‬‬ ‫ﺁﺭﺯﻭ ‪232‬‬
‫ﺁﻫﺴﺘﻪ ‪244‬‬ ‫ﺁﻣﺪﻩ ﺑﺎﺷﻨﺪ ‪258‬‬ ‫ﺁﺭﻧﺞ ‪116‬‬
‫ﺁﻫﻚ ‪162‬‬ ‫ﺁﻣﺪﻩ ﺑﺎﺷﻲ ‪258‬‬ ‫ﺁﺭﻭﻍ ‪116‬‬