Kitap Açıklamalı Örnekleriyle Tecvid İlmi
Yazar Yrd. Doç. Dr. Sıtkı Gülle
Yayınevi Huzur Yayınları
Kağıt Cilt Sarı şamua - Lüks ciltli
Sayfa Ebat 475 sayfa - 17x24 cm
Yrd. Doç. Dr. Sıtkı Gülle ‘nin yazdığı, Huzur Yayınevi nin yayınladığı, Açıklamalı Örnekleriyle Tecvid İlmi kitabını incelemektesiniz.
Açıklamalı Örnekleriyle Tecvid İlmi kitabı hakkında yorumları oku yup kitabın konusu, özeti, fiyatı, satış şartları hakkında bilgiyi geniş bir şekilde edinebilirsiniz.
Yaratan Rabbinin adıyla oku . O, insanı " alak " dan yarattı. Oku, Senin Rabbin en cömert olandır. Alak 1-2
ÖNSÖZ
Allah Teâlâ'nın insanlığa yönelik mesajlar demeti olan Kur'ân-ı Kerîm çevresinde ilk dönemlerden itibaren birbiri ile bağlantılı ve Ulûmu-l Kur'ân ana başlığıyla anılan pek çok ilim dalı doğmuştur. Kısaca:
"Kur'ân'a hizmeti amaçlayan ilimler" diye niteleyebileceğimiz bu kavram kapsamındaki ilim dallarının en başta gelenlerinden ikisi:
Kıraat ve Tecvîd ilimleridir.
Kıraat ilmi, bütün kıraat imamlarının Kur'ân'ı seslendirmedeki farklılıklarını öğretmeyi temel alır.
Tecvid ilmi ise, bir kıraat imamının, râvilerinden birinin tesbit edip aktardığı yaygın görüşleri çerçevesinde Kur'ân metninin nasıl telaffuz edileceğini öğretmeyi amaçlar. Kur'ân'in anlamı ne kadar önemli ise seslendirilmesi de aynı ölçüde önemlidir. Çünkü yazılı/veya sözlü bir metnin doğru olarak anlamlandırılması doğru bir şekilde telaffuzuna bağlıdır. Bunu da Kur'ân bağlamında sağlayan
Tecvîd ilmidir.
Diyanet İşleri Başkanlığının çeşitli kademelerinde görevli, sayıları yüzleri aşan kursiyer/öğrenci arkadaşlarım ile bazı meslektaşlarım ısrarla benim de bu konuda bir eser kaleme almamı isteyip duruyorlardı. Ellili yaşlarını yaşayan, otuz üç yıllık memuriyet hayatının yirmi iki yılını kursiyer ve hoca olmak üzere D.İ. Başkanlığı Haseki Eğitim Merkezinde kıraat okumak ve okutmakla geçirmiş, daha sonra üniversiteye intisap etmiş, yalnız
okuyan ve okutan değil, araştıran, inceleyen, analizler yapan, sorgulayan birinin bu kadar yıllık hizmetleri esnasında bu vadide pek çok gözlem ve tesbitlerinin bulunması tabiîdir.
Yapılacak işin şerefi oranında sorumluluğunun da büyük olduğunun şuûrundaydık. Zira, kalem oynatılacak alan doğrudan Kur'ân ile ilgili idi. Her yargıda konunun iman boyutu karşımıza çıkacak, ele alınan meseleler bu açıdan da değerlendirilecek, iliklere kadar büyük bir hassasiyet hissedilecekti. Nasıl hissedilmeyecekti ki!..Belli bir dönemden sonra konuyla ilintili büyük bir çoğunluk herhangi bir ayırıma gitmeden:
"Kur'ân okumak isteyenin Tecvîd öğrenmesi farzdır" diyegeliyordu. Bu tür
bir yargının zihinlere kazındığı bir ortamda, farzın ne anlama geldiğini bilen birinin bu duyarlılığı göstermesinden daha doğal ne olabilirdi? Ama olağanüstü hassasiyet hislere yenilmeyi engelleyecek bir sınırı da aşmamalı idi. Helalliği kesin bir şeye haram, haramlığı kesin bir şeye de helal
demenin ne kadar tehlikeli olduğu idrâki içinde pek çoklarının öğrenilmesini "farz" olarak nitelediği bir mevzuda, bu "farziyyetin" hangi açılardan olduğu irdelenilmekten de çekinilmemeli idi. Kaynaklardaki yorumların kesin bir farzı yansıtan ifâdelermiş gibi değerlendirilmesi görmezlikten gelinmemeli, bu tür görüşlere karşı itiraz serdinden geri durulmamalıydı. Bu, hukûk-ı ilmiyenin bir gereği idi. Elinizdeki eserde de bu hakka riâyet edilmeye çalışıldı.
Eser, İmam Âsım'ın (ö. 127/744) Hafs (ö. 180/796) rivayeti çerçevesinde hazırlandı. Hedef kitlemiz, Kur'ân-ı Kerîm'i bir şekilde oku mayı öğrenmiş olanlar ile çeşitli kademelerdeki Kur'ân-ı Kerîm öğreticileridir.
Hazırlık aşamasında bibliyografyada yazılan Arapça, Osmanlıca ve Türkçe eserler incelendi; başta Süleymaniye kütüphanesi olmak üzere İstanbul'daki diğer kütüphaneler tarandı; internete girildi. Bütün malzemeler toplanıp değerlendirildikten sonra bilgilerin terkibine geçildi. Yazım sırasında İbnu'l-Cezer'nin (ö. 833/1429) et-Temhîd'i ile en-Neşr'i, Fâyiz ed-Deryân'ın et-Tebyîn'i, Yusuf Efendizâde'nin Risâletu'l-Meddât'ı, Mehmed Zihni Efendi'nin el-Kavlu's-Sedîd'i, Ahmed Zıyâeddîn'in Vesile'si, Prof. İ. KARAÇAM'ın Kur'ân-ı Kerîm'in Faziletleri ve Okuma Kaideleri ve Prof. Dr. Abdurrahman ÇETİN'in Kur'ân Okuma Esasları adlı çalışmaları karşılaştırmalar bağlamında sürekli başvurulan eserlerdi.
İçindekiler listesinde muhteviyatı verilen bu eserde: İşlenen konunun iyice kavranıp uygulama becerileri kazandırabilmesi için her harf ve konu ile ilgili şıklarda üçer örnek sunuldu, verilen kelime örneklerinin geçtiği âyetler, yerine göre metinde yerine göre de dipnotta anlamıyla birlikte aktarılarak ilgili kelime koyu harflerle gösterildi. Örnek kelimelerde kelimenin âyet içinde geçen irablı konumu dikkate alınmadığı gibi kelimelerin genellikle lâm-ı tarif, harf-i câr, harf-i atıf gibi kelimenin aslından olmayan lafızlarından ayrılarak yazıldı. Harflerin telaffuzunda örnekler verilirken ilgili kelimenin Kur'ân'da geçip geçmediği temel alındı, Kur'ân'da geçen örnekler seçildi.
Gerek görülen yerlerde konu sonlarında işlenen konunun içeriği süzülerek sorular soruldu ve ilgili âyetlerden cümleler iktibas edilerek metin ve meâlleriyle birlikte dipnotlarda kaydedildi.
Kur'ân-ı Kerîm'den iktibaslarda veya doğrudan veya dolaylı olarak Kur'ân ile irtibatlandırılan kelimelerde özel transkripsiyona gidildi, bazı
harfler için özel işaretler kullanıldı. Bunun dışındakilerde DİA'nın yazım kuralları uygulandı.
Eski-yeni Kıraat ve Tecvid âlimlerinin çoğunluğunun tercih etmiş oldukları görüşlerinden farklı bir görüş beğenildi veya ileri sürüldü ise bunların gerekçeleri de belirtildi. Verilen her hükümden ötürü dünyada "Sığaya çeken Molla Kasım"ların çıkabileceği, âhirette de sorguya tâbi tutulma ihtimali asla gözardı edilmedi.
Önsözümüzü noktalarken, bu tür bir eser hazırlama tasavvurumuzdan haberdâr olduğunda bizi yüreklendiren ve her türlü fedâkârlığı sergileyen Huzur Yayınevi sahibi Faruk Sağlam ile çalışmanın baskı aşamasında gerekli titizliği gösteren Av. Hüseyin Yananlı ağabeyimize, Mehmed Dalkılıç ve Musa Alak arkadaşlarıma, yıllardır eserlerimin baskısıyla didinip duran Abdullah Karakuş dosta, Saray Ajansın sahibi Muhammed Bey'e ve Huzur Yayınevi çalışanlarına teşekkürler ederim.
Sıtkı GÜLLE
Giriş
I- Önemi
Kur'ân-ı Kerîm'in bir lafız bir de mana yönü vardır. Manası ve yorumları ağırlıklı olarak 'Tefsir' ilminde, lafzının seslendirilmesinin incelikleri de 'Kıraat' ve 'Tecvîd' bilim dallarında işlenir. 'Okuma' anlamında eşanlamlı gibi görünen 'kıraat' ve 'tilâvet' lafızlarından türemiş emir ve fiillerin geçtiği âyetler incelendiğinde, 'kıraat' lafzından türemişlerde (1) ağırlıklı olarak Kur'ân'ın lafzının seslendirilmesine, 'tilâvet' masdarından türemişlerinde (2) de daha çok mana yönüne vurgu yapıldığı sezilir.(3) İki yerde gecem 'tertîl (5) masdar ve fiilleri ile de yalnız telaffuzunun ön plana çıkarıldığı gözlenir.
Arapça konuşan bir topluma indirilen Kur'ân'ı Kerîm, mesajlarını Arapçanın dil mantığı çerçevesinde Arapların dil anlayışları ve kültür seviyelerine paralel bir şekilde iletmiştir. Onun metni kronolojik olarak incelendiğinde, Mekke dönemindeki metinlerinin, Mekke'lilerin kültür ve edebî isti'dâtlarına müvâzi olarak fizik ve fizik ötesi olaylar sergilenirken
1 Bkz. el-A'râf, 7/204; el-İsrâ, 17/45, 93, 106; eş-Şuarâ', 26/199; el-Hâkka, 69/19; el-Müzzemmil, 73/20; el-Kıyâme, 75/18; el-İnşikâk, 84/21. el-A'lâ, 87/6; Alak, 96/1,3.
2 el-Bakara, 2/44, 102, 252; Âlu Imrân, 3/58,101, 108; e)-Mâide, 5/1, 27; el-En'âm,6/151; el-A'râf,7/175; el-Enfâl, 8/2, 31; Yûnus, 10/16., er-Ra'd, 13/30, el-İsrâ, 17/107,el-Kehf, 18/83, Meryem, 19/58, 73, el-Hacc, 22/30, el-Mü'minûn, 23/66, 105, eş-Şuarâ', 26/69, el-Kasas, 28/3, 45, el-Kasas, 28/53, el-Kasas, 28/59, Lukmân, 31/7, el-Ahzâb, 33/34, Sebe', 34/43, es-Sâffât, 37/3, Zümer, 39/71, el-Câsiye, 45/6, 8, 25, 31,
el-Ahkâf, 46/7, et-Talâk, 65/11, el-Kalem, 68/15, el-Mutaffifîn, 83/13, el-Beyyine,98/2.
3 Elmalılı merhum bu noktada şunları söyler: " 'Tilâvet' sözcük olarak takip etmek,arkasına düşmektir. Râğıb'ın açıklamasına göre özellikle Allah Teâlâ'nın kitaplarını ya seslendirip okumak ya da bunların içindeki emirleri, yasakları, güzelliklere yönelik özendirmeleri, sakındırılan kötülükleri izlemek anlamındadır. Buna göre tilâvet bu açıdan 'kıraat 'dan daha özel bir anlamı içerir..." (H.D.K. D. VI/377)
4 el-Furkân, 25/32, el-Müzzemmil, 73/4.
5 'Tertîl', bir şeyi güzelce düzenleyip kusursuz olarak açık açık hakkını vererek açıklamaktır. Aralarında çok değil biraz açıklık bulunmakla birlikte gayet güzel bir nizamda görünen parlak ön dişleri 'suğar-i ratel' diye nitelerler. Sözü de öyle tane tane, yavaş yavaş , ağır ağır güzel bir üslup, açık anlatımlarla söylemeye de 'tertîl-ikelâm' derler. Kur'ân'ın tertîli de bu anlamda harflerinin güzelce çıkarılması, nazmının icrasının öngörülen ölçüler doğrultusunda uygulanması, manasının hakkına titizlikgösterilerek okunmasıdır.
tam nesir ve şiir olmayan, ama şiiri andıran, müzikalitesi çok yüksek bir üslûbun; Medine döneminde ise farklı yörelerden ve çevrelerden gelenlerin oluşturduğu yepyeni bir toplumun kavrayışı doğrultusunda ayrıntılı nesrî anlatımın hâkimiyeti görülür. Bu ve benzeri tesbitler ile bazı sûre başlarındaki 'el-hurûfu l- mukattaa' diye anılan simgesel harfler, eş-Şuarâ, ve er-Rahmân sûrelerindeki mükerrer âyetler, Kur'ân-ı Kerîm'in lafzı yönünün de ihmâl edilemeyecek boyutta önemli olduğunun göstergeleridir. İhmâl edilmediği için de 'Kıraat' ve 'Tecvîd' ilim dalları doğmuştur.
Her dilin kendisine mahsus alfabesi ve bunu teşkil eden harfleri olduğu gibi; Kur'ân dilinin de kendine özgü Elifbası ve bunu meydana getiren harfleri vardır. Güzel konuşmak, güzel okumak demek, okumada ve konuşmada yer alan harfleri yerli yerince çıkarmak, bunların çıkış yerlerini bilmek, nasıl çıkarılacaklarını bileninden öğrenmek demektir. Günümüzde, konuşma organlarının hareketleri ile hecelerin birleştirilmeleri sonucu oluşan telaffuz (artikülasyon)6 inceliklerinin anlatıldığı ve: "Güzel konuşma ve kendini iyi ifade etme" diye tanımlanan 'diksiyon' 7sanatı ile bir dilin nasıl ve ne şekilde güzel konuşulacağı konusu ile meşgul olan ve kısaca: "ses bilimi" diye tarif edilen 'fonoloji' ve bir tür "mûsikî tecvidi"8 yani hecelerin uzunluk ve kısalığının, ses vurgularının doğru kullanılması ilmi demek olan 'prozodi 'leri anımsatan kurallar İslâm coğrafyasında çok daha erken dönemlerde Tecvîd ilminin oluşumu sürecinde doğmuştur. Ses bilimi ile ilgili teknikler geliştikçe Tecvîd ilminin daha da önem kazanacağı söylenebilir.
Şunu belirtelim ki Tecvîd ilminin günümüzdeki ses bilimini konu alan bilgi dallarıyla ortak noktalarının bulunması, onun, fonetik, diksiyon, prozodi bilgilerini içinde barındırması, makam icrasına imkân vermesi, bunların kurallarının Kur'ân tilâvetinde de yüzde yüz uygulanabileceği anlamını taşımaz. İslam tasavvufunun batının felsefesi ile izah ve tefsiri, Türk musikîsinin de batı notasıyla yazılması nasıl mümkün değilse9 tecvidin de tıpa tıp bunlarla açıklanması mümkün değildir. Bağımsız bir ilim dalı olduğu için kendine özgü prensipleri, disiplinleri vardır. Kur'ân'ın nasıl ve ne şekilde güzel okunacağının ilkelerini belirler. Abartıya kaçmayan
6 Vural, Konuşma, 66.
7 a.g.e., s. 113.
8 Tanrıkorur, Osmanlı, 194.
9 a.g.e., 62, 86.
medler ve diğer tecvid kurallarındaki felsefe, İlâhî kelamın insan kelamından ayrılmasının ipuçlarını içerir. Bunun için tane tane, durula durula okunması öngörülmüştür. Şiir, roman, hikâye ve destan okumanın, hitabet sanatının kuralları bulunduğu, bunların dinleyiciler üzerinde etkilerinin hissettirilebilmesi için kendilerine hâs kurallar çerçevesinde icra edilmeleri kaçınılmaz olduğu gibi, İlâhî kitabın da kendine özgü okunma, seslendirilme ilkeleri vardır. Bu ilkelerin belirlenip anlatıldığı ilim dalı da Tecvid 'dir.
Çağımızda uzmanlar iyi bir hatip, iyi bir müzik icracısı olabilmek, sese tını kazandırabilmek için bir sürü kural ve uygulamalardan, soluk alıp-verme gibi çeşitli nefes egzersizlerinden, ünlü, ünsüz harflerin çıkarılmalarının yöntemlerinden, görsel davranış, ses, dil ve zihinsel etkinlik eğitimlerinin gerekliliğinden söz etmektedir10. Bir ses âletinde bile belli bir sesi veya notayı çıkarmak için çıkış yerine veya tuşuna yerli yerince dokunmak lazımdır. En ufak bir hata farklı bir sesin çıkması, dolayısıyla bestenin bozulması, güzelliğinin kaybolması demektir. Çeşitli enstrümanların şekil ve tellerinin farklı boyut ve hacimleri seslerindeki farklılıkları oluşturduğu gibi; insanın ses uzuvlarının yaratılış sistemindeki ses frekansları da nüanslı seslerin çıkarılmasına imkan vermiştir. Usta bir müzisyen farklı şekil ve boyuttaki enstrümanları doğru şekilde kullandığında keyif verici bir melodi elde ettiği"; sözleri fevkalâde güzel bir besteyi mükemmel bir şekilde icra eden bir şarkıcının nağmeleri bizleri hayal dünyalarına daldırdığı gibi, tecvîd kurallarını iyi kavramış, işinin ehli usta bir üstazdan Kur'ân eğitimi almış bir hafız da mükemmel bir enstrüman olan okuma kanallarını geliştirir ve doğru kullanırsa okuduğunda tüyler ürperir, ruhlar etkilenir.
Dolayısıyla Kur'ân tilâvetinin ruhları etkileyecek şekilde okunabilmesi için okuyucuların, Tecvîd ilminin öngördüğü kurallar dâiresinde eğitilmeleri şarttır. Bu eğitimin temeli de eskilerin: "Kur'ân öğreniminde esas olan fem-i muhsinden ahz "dır dedikleri öğrenim şeklidir. Yani işinin ehli, ağzı düzgün bir Kur'ân öğreticisinden ya dinlemek ya da böyle birinin önünde okumak suretiyle öğrenmektir. Osmanlı mûsikîsinde meşk, batı müziğinde nota ne ise Kur'ân eğitiminde de 'ahz' odur. Bu öğrenim şekli, yalnız Kur'an'a özgü bir olay değildir. Her dilde bir yazı bir
0 Vural, Konuşma, 42, 46, 48, 103.
1 Vural, Konuşnıa,19.
de konuşma dili olduğu gibi Kur'ân'ın da bir yazı dili bir de seslendirilme dili vardır. Günümüzde gelişen ses bilimi, iyi konuşma eğitiminde bazı kelimelerin telaffuzları için yazının yeterli olmadığım, telaffuz uzmanlarından dinlenmesi gerektiğini öğütler
12. Hece ve kelimelerin söylenme süresinin, eldeki metnin veya konuşmanın niteliğine göre değişiklik gösterebileceğine dikkat çeker
13.
Tecvid ilmi böylesine önemli olduğu halde zaman zaman:
"Kur'ân'ın tilâveti muhtevasının üzerine çıkarılmıştır"^ türü yakınmalar okumakta ve
" Tecvîd ilmi üzerinde bu kadar ayrıntılı bir şekilde durulması, Tecvîd kurallarının uygulanmasında bu derecede titizlik gösterilmesi doğru mudur?" gibi serzenişlere şahit olmaktayız. Ne bu tür yakınmalara ne de isim yapmış, dînî konularda görüşlerine başvurulan, ama fikirlerinin derinliği olmadığı, ileri sürdükleri mantıkî gerekçeleri tutarsız olduğu için
"Asrın idrâkine islâmı söyletme" becerisini gösteremeyen unvanlı-unvansız bazı zatların
Kıraat ve Tecvîd bilim dalları gibi Kur'ân'ın lafzına yönelik ciddi çalışmaları önemsiz gibi görmelerine, güzel okuyucuların yetiştirilmesi hususundaki gayretleri boş uğraşlarmış gibi değerlendirmelerine kulak aşılmamalıdır. Nasıl, her bilim dalı temsilcisinin kendi ihtisas alanının derinliklerine inme, ayrıntılarını gözardı etmeme, başkalarının göremediği inceliklerini sergileme hakkı varsa, bir kıraat üstazının, bir
Tecvîd âliminin de Kur'ân'ın lafızlarının seslendirilmesindeki incelikler üzerinde durma hakkı vardır ve bu, onun görevidir.
II- Tanımı
Lügatte: "Herhangi bir şeyi güzel yapmak, herhangi bir şeyde en güzeli gerçekleştirmek için uğraşmak"
15 anlamına gelen
Tecvid kelimesi, ilim dalı olarak farklı ifâdelerle tanımlanmıştır
16. Bu tanımlardan bazılarında ayrıntılara yer verilirken bazılarında özü yansıtan sözcüklerle yetinilmiştir. ( Tecvid ilmi kitabı , açıklamalı tecvid kitabı , Sıtkı gülle tecvid ilmi , huzur yayınevi , tecvid ilmi kitabı , tecvid ilmi kitabı fiyat
)
12 a.g.e. 139.
13 Subhi, III,10
14 Tefsîr-i Numune, XX V/170-172.
15 el-Cevherî,
es-Sıhâh, II,462; İbn Manzûr,
Lisân, III,135; ez-Zebîdî,
Tâc, II,327.
16 Krş. İçin bkz.: e-1-Cezerî,
en-Neşı\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\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I. 110-112;
eş-ŞâmiL (ikili yazar), 272, 273;
Yrd. Doç. Dr. Sıtkı Gülle ‘nin yazdığı, Huzur Yayınevi nin yayınladığı
Açıklamalı Örnekleriyle Tecvid İlmi kitabını incele diniz.
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