language). The next stage is obviously represented by the transmission of the message proper, which can be achieved in several ways (depending of the type of communication; eg written or oral). Once the message reaches the recipient, the process should unfold in the opposite direction. That is, the message gets to the recipient in an encoded form so that the recipient has to decode it and grasp its meaning.importance of sounds as vehicles of meaning is something people have been aware of for thousands of years. However, systematic studies on the speech sounds only appeared with the development of modern sciences. The term phonetics used in connection with such studies comes from Greek and its origins can be traced back to the verb phфnein, to speak, in its turn related to phфnз, sound. The end of the 18th century witnessed a revival of the interest in the studying of the sounds of various languages ??and the introduction of the term phonology. The latter comes to be, however, distinguished from the former only more than a century later with the development of structuralism which emphasizes the essential contrastive role of classes of sounds which are labeled phonemes. The terms continue to be used, however, indiscriminately until the prestige of phonology as a distinct discipline is finally established in the first half of the 20th century. Though there is no universally accepted point of view about a clear-cut border line between the respective domains of phonetics and phonology as, indeed, we cannot talk about a phonological system ignoring the phonetic aspects it involves and, on the other hand, any phonetic approach should take into account the phonological system that is represented by any language, most linguists will agree about some fundamental distinctions between the two.great interest to compare studying of languages ??of different structures by scientists is explained first of all that it can help to ascertain general and regular rules of language communication. This diploma paper is devoted to comparative analysis of consonant systems of English and Turkish languages. compare the analysis we outcome of that fact that the languages ??being the most important means of communication and first of all appears in sound speech. That is why the study of foreign languages ??begins with the creation of pronouncing skills.possession of new pronouncing skillss is accompanied by some difficulties caused by means of interference, ie unconscious transference pronouncing norms of native language to pronouncing norms of studying language. teacher who is aware of interference of native language has a possibility to prevent mistakes, to work out effective system of preventive exercises, which can foresee the mistakes, when the sounds coincide a teacher can use the skills of positive transference of norm of native language.
The novelty of the study. Novelty of the diploma work is that it adds some details to what was studied before. This theme is actual for today and will always be. Many linguists are interested in the features of consonant systems in English and their equivalents and opposites in the Turkish language. Due to the analysis which is used in this diploma work to determine the features of consonant systems and to reveal their equivalents in the Turkish language, it is possible to notice the differences and peculiarities of consonant sounds and the way of their transference into the Tu...
