Abstract
This paper discusses the rationale for providing pronunciation training in B language to students of interpretation working into B. It also provides a thorough comparative analysis,of Korean-English phonological structures and processes followed by pedagogical suggestions for instructors of, interpretation. This study concludes that with the proper knowledge on the contrastive analyses of phonetic/phonological structures and processes and with proper instruction and practice, Korean students of interpretation will acquire better speech delivery-and interpretation quality into English.
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