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		<title>모기지 융자서류번역 의무화</title>
		<link>http://koreaninterpreters.net/uncategorized/%eb%aa%a8%ea%b8%b0%ec%a7%80-%ec%9c%b5%ec%9e%90%ec%84%9c%eb%a5%98%eb%b2%88%ec%97%ad-%ec%9d%98%eb%ac%b4%ed%99%94.html</link>
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		<pubDate>Thu, 02 Sep 2010 01:01:28 +0000</pubDate>
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		<description><![CDATA[모기지 융자서류 대출자 언어 의무화
로컬 번역업체 &#8216;즐거운 비명&#8217;

최근 모기지 융자 서류를 대출자가 사용하는 언어로 준비하는 것이 의무화되면서 로컬 번역업체들이 바빠지고 있다.  koreaninterpreters.net에서 저렴한 가격에 융자서류의 영한번역을 제공한다.
30일 LA비즈니스저널이 전한 바에 따르면 모기지 융자에 있어 대출자가 영어에 익숙하지 않을 경우 은행을 비롯한 렌더들이 융자관련 정보를 대출자가 사용하는 언어로 제공해야 함에 따라 이에 대한 서류 또는 설명을 [...]]]></description>
			<content:encoded><![CDATA[<div id="title"><strong>모기지 융자서류 대출자 언어 의무화</strong></div>
<div><strong>로컬 번역업체 &#8216;즐거운 비명&#8217;</p>
<p></strong></p>
<p>최근 모기지 융자 서류를 대출자가 사용하는 언어로 준비하는 것이 의무화되면서 로컬 번역업체들이 바빠지고 있다.  koreaninterpreters.net에서 저렴한 가격에 융자서류의 영한번역을 제공한다.</p>
<p>30일 LA비즈니스저널이 전한 바에 따르면 모기지 융자에 있어 대출자가 영어에 익숙하지 않을 경우 은행을 비롯한 렌더들이 융자관련 정보를 대출자가 사용하는 언어로 제공해야 함에 따라 이에 대한 서류 또는 설명을 번역업체에 번역을 의뢰하는 일이 늘고 있다.</p>
<p>캘리포니아주에서는 모기지 대출자들이 융자를 하면서 영어 사용에 어려움으로 인해융자에 대한 정확한 정보를 숙지하지 못했다는 불만이 많아지자 지난해 영어외에 한국어와 스페니시, 중국어, 필리핀어(타갈로그), 그리고 베트남어로 된 융자 조건에 대한 내용을 설명하는 것을 의무화하는 법안(AB 1160)이 마련됐다.</p>
<p>이 법안은 지난해 10월 <a href="http://kr.rd.yahoo.com/search/searchify/news/livewords/*http://kr.search.yahoo.com/search?fr=kr-popup_lev_news&amp;cs=bz&amp;p=%BE%C6%B3%EE%B5%E5+%BD%B4%BF%F6%C1%A6%B3%D7%B0%C5" target="_blank">아놀드 슈워제네거</a> 주지사가 서명을 했으며 지난달 1일부터 본격적인 시행에 들어갔다. 이 법안은 이들 언어 사용자가 모기지 융자를 할 경우 주요 내용을 대출자 사용언어를 사용해 서류 또는 구두로 융자조건을 정확히 알려주도록 하고 있다.</p>
<p>은행들이 융자에 있어 새로운 언어로 서류를 준비하거나 설명해야 하면서 이들 서류 및 정보를 제공하기 위해 번역회사들에게 번역을 맡기고 있어 번역업체들은 불경기 속에서 적지 않은 수입을 올리고 있으며 늘어나는 일감으로 인력채용을 하고 있다.</p>
<p>노스할리우드지역에 위치한 번역회사인 ISI 번역서비스의 조지 리마로어 사장은 &#8220;새 법안 시행으로 인해 번역 주문이 늘어나 4개의 스페니시 번역팀을 새로 만들었고 직원수도 17명에서 21명으로 늘었다&#8221;고 말했다.</p></div>
<div>엘에이 동시통역대학원 부설 통역번역센터는 각 은행에 한국어, 중국어, 베트남어, 스페인어, 필리핀어로 모기지 융자서류를 번역하고 있다.</p>
</div>
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		<title>Interpreting Health: Medical Translation in a City of Immigrants</title>
		<link>http://koreaninterpreters.net/articles/interpreting-health-medical-translation-in-a-city-of-immigrants.html</link>
		<comments>http://koreaninterpreters.net/articles/interpreting-health-medical-translation-in-a-city-of-immigrants.html#comments</comments>
		<pubDate>Thu, 02 Sep 2010 00:39:59 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Articles]]></category>

		<guid isPermaLink="false">http://koreaninterpreters.net/?p=201</guid>
		<description><![CDATA[By Sarah Kate Kramer
New York, NY –

One out of four New Yorkers doesn&#8217;t speak or understand complex sentences in English. But at some point in their lives, every one of them will need to see a doctor. Language barriers can result in misdiagnoses, medication errors, and potentially fatal mistakes that are costly for both patients [...]]]></description>
			<content:encoded><![CDATA[<p>By Sarah Kate Kramer</p>
<p>New York, NY –</p>
<div>
<p>One out of four New Yorkers doesn&#8217;t speak or understand complex sentences in English. But at some point in their lives, every one of them will need to see a doctor. Language barriers can result in misdiagnoses, medication errors, and potentially fatal mistakes that are costly for both patients and providers. For this reason, hospitals in New York are required to provide “meaningful language access” to all patients. But in a city where more than 140 different languages are spoken, this is no easy task.</p>
<p><a href="http://www.wnyc.org/slideshows2/hospitaltranslator"><strong>Slideshow: Medical Translation in a City of Immigrants</strong></a></p>
<p>When Inocencia Nolasco landed in the Wycoff Hospital room with phlebitis, an inflammation of the veins, she knew exactly how she felt, but couldn’t explain it to anyone there.</p>
<p>“When I arrived the doctor didn’t know Spanish. We didn’t understand each other, and finally I called a friend who could come and be my interpreter,” Nolasco says.</p>
<p>Nolasco was lucky that she had a bilingual friend who could come to the hospital, but excruciating hours were wasted. “Time was passing and I was in pain. It was really horrible,” she says.</p>
<p>Nolasco was in the ER a decade ago. Until quite recently it was common that patients had to wait for hours for language interpreters at hospitals. Dr. Danielle Ofri, an internist at Bellevue hospital in Manhattan, says it was a confidentiality nightmare ripe for miscommunication and error.</p>
<p>“We rely on whoever is available, whether it’s a clerk who’s bilingual, a cousin, a six-year-old kid, an uncle in a taxi cab calling from their cell phone. There are so many things that are highly inappropriate, but we would do that,” Ofri remembers.</p>
<p>In 2003, with immigration levels rising, health advocates began filing complaints against hospitals in the state attorney general’s office. They argued that without language services, immigrants couldn’t get equal medical care.</p>
<p>Nisha Agarwal, an attorney with New York Lawyers for the Public Interest, says, “When language access isn’t provided, it’s like doing veterinary medicine, just guessing randomly what they needed to do instead of having a conversation with the patient.”</p>
<p>In 2006, New York State passed regulations requiring all hospitals to provide free interpretation for patients within 10 minutes of arriving in the ER, and 20 minutes elsewhere in the hospital. The city has taken additional steps &#8212; in 2008, Mayor Michael Bloomberg ordered all public hospitals to have a language access plan. This fall, major pharmacy chains were required to translate prescriptions into the top seven languages spoken in the city.</p>
<p><img src="http://blogs.wnyc.org/news/files/2010/03/spainish-map.jpg" alt="" align="middle" /><br />
<strong><a href="http://www.neilfreeman.net/" target="_blank"><strong>Map by Neil Freeman</strong></a>.</strong></p>
<p><a href="http://www.wnyc.org/slideshows2/languagemaps"><strong>Maps: Languages of New York City</strong></a></p>
<p>Many hospitals now rely on telephone interpreters to be the crucial link between patients and doctors. By dialing a central number, within a minute doctors can be connected to someone who speaks one of 180 languages. Each room at Bellevue now has one of these special phones installed.</p>
<p>One day recently, Dr. Ofri visits Tong Woo Lee, a Korean American patient who is isolated in a room at Bellevue. They speak to each other while holding telephones to their ears. Dr. Ofri wears a mask and she tries to maintain eye contact, but it’s difficult.</p>
<p>“Can you tell me a little bit about when you first started to feel sick?” Ofri says into the phone, while looking at Lee. There’s a slight pause. Lee listens to the interpreter’s voice, and looks away. He responds in Korean. Line-by-line, their sentences are translated. The conversation takes twice as long as it would if they were speaking the same language.</p>
<p>Through the telephone interpreter, Lee tells his doctor that he called an ambulance because his back hurt so much he couldn’t walk. He assumed it was because he had lifted something heavy. But Ofri tells him that he has a more serious problem &#8212; an infection in his spine.</p>
<p><img src="http://blogs.wnyc.org/news/files/2010/03/lee1.jpg" alt="" align="middle" /><br />
<strong>Tong Woo Lee at Bellevue Hospital (Photo by Sarah Kate Kramer).</strong></p>
<p>On this day, Ofri has 20 patients to see, and can only spend a few minutes with each one. She tells Lee &#8212; through the interpreter &#8212; that he may have tuberculosis, which is why he’s in isolation with an IV in his arm, being subjected to tests.</p>
<p>According to Ofri, the interpretation phone is much better than the old ad-hoc system of hoping there’s a native speaker nearby. But she still finds it a frustrating and awkward tool. Her bedside manner goes by the wayside because there’s no possibility of chitchat, and the interpreters speak in neutral voices that don’t always transmit her tone. Ofri is always worried that details about her patients are lost in translation.</p>
<p>“I don’t always know what they’re saying and I think vice versa. It’s like speaking underwater; everything’s a little bit blurry. It’s the sensation that we’re doing pretty well, but I can’t be completely confident, and it’s frustrating and it’s frightening. I imagine it’s frightening for the patient. I’m nervous I’m going to miss something or do something wrong, but it’s also the best we can do,” she says.</p>
<p>When a person walks into one of the city’s public hospitals now, they are greeted by signs with directions in 12 different languages. In fact, so many immigrants rely on Bellevue that it has become a leader in the interpretation field. Bellevue has built a remote simultaneous medical interpreting center for the hospital&#8217;s top eight languages right on site, similar to the system used at the United Nations. On the fifth floor of Bellevue, 28 people are sitting at stations waiting for their phones to ring. They’re grouped by language. There’s an area for Spanish, Mandarin, Cantonese, Russian, Polish, Bengali, French, and Haitian Creole.</p>
<p><img src="http://blogs.wnyc.org/news/files/2010/03/ineedanintpreter.jpg%0A" alt="" /></p>
<p>Simultaneous interpretation means the workers translate each word as they hear it, so the two ends of the conversation don’t have to wait for each sentence to be repeated. The workers were trained to create the illusion that doctor and patient are speaking directly to each other.</p>
<p>On average, this in-house system, called TEMIS (Technology Enhanced Medical Interpreting System) receives almost 6,500 calls a month, and more than half of them are for Spanish speakers.</p>
<p>Walking through the cubicles, the eight languages mingle together, creating a cacophonic soundscape that mirrors the city’s diverse population.</p>
<p>Evens Jean, a French and Haitian Creole interpreter who has language maps taped to the walls of his cubicle, says the stakes are high &#8212; patients are essentially trusting their lives to his voice. And even using this innovative system, he knows there are communication gaps.</p>
<p><img src="http://blogs.wnyc.org/news/files/2010/03/evens2.jpg" alt="" align="middle" /><br />
<strong>Evens Jean translating at Bellevue Hospital (Photo by Sarah Kate Kramer).</strong></p>
<p>“Not every single patient is going to see things from the American perspective, they come from their own culture with their own baggage, they have a way of seeing and understanding health care,” Jean says.</p>
<p>In many cases &#8212; for both doctors and patients &#8212; cultural interpretation is equally important as word-for-word translation. Many interpreters report they hear patients saying yes, even when they don&#8217;t really understand.</p>
<p>Dr. Ofri, the internist at Bellevue, has seen this many times.</p>
<p>“It&#8217;s a different cultural experience to be at a doctor’s at other countries. So many of my patients are extremely respectful, they say yes to whatever I say no matter what. So I don’t know if they know what I’m saying and agree, or they have no idea what I’m saying and say yes because that’s what they’re supposed to say and be polite. So, yes can mean any one of a hundred things,” she says.</p>
<p>That&#8217;s why Ofri says it would be ideal if every immigrant patient could have a bilingual and a bicultural interpreter at the hospital. But she says that’s not realistic given the hospital’s budget. For her, the true connection often begins after she and her patient hang up the interpreter phones and the physical exam begins. It’s the age-old non-verbal conversation between a sick person and their healer.</p>
<p>“When you touch someone, it’s an intimacy, an unromantic intimacy, but an intimacy nonetheless, and sometimes in that setting the patients can really tell you what’s going,” Ofri says. “So that’s when our connection is formed.”</p>
<p><img src="http://blogs.wnyc.org/news/files/2010/03/ofri-dialing_1.jpg" alt="" align="middle" /><br />
<strong>Dr. Ofri at Bellevue Hospital (Photo by Sarah Kate Kramer).</strong></p>
<p>Bellevue hospital alone spends $2.5 million a year on interpreting. And Maribel Castillo, the hospital’s language access coordinator, says she sees the need rise each month. But Castillo maintains that even though the service costs the hospital a lot of money, it’s a necessity.</p>
<p>“This kind of service helps the patient adhere to treatment and for them to get better, and that’s what ultimately matters the most,” Castillo says.</p>
<p>But even with the hospital’s efforts, a 2008 survey by the New York Immigration Coalition and Make the Road New York showed that one out of five limited English proficiency patients in the city felt their medical care had been compromised by language barriers. Almost half said they wanted to ask a question but couldn’t.</p>
<p>Theo Oshiro, director of health advocacy at Make the Road, says even if hospital administrators may understand the regulations, information about language services doesn’t always trickle down to caregivers, like nurses, aides, and receptionists with whom patients interact.</p>
<p>“A lot of front-line staff have not been trained. [They] don’t know how to access the system of the hospital to get an interpreter quickly. Just a couple of years ago I was talking to a hospital resident, he was saying, ‘I can’t understand a lot of people at my hospital, I don’t know what they’re saying, I don’t know what their complaints are,’” Oshiro says.</p>
<p>Advocates agree the 2006 language access regulations have had a big impact, like ending the practice of using bilingual children to interpret sensitive topics for their parents. But patients say the quality of interpretation still varies widely across the city. In September, the New York State Department of Health issued a citation to St. Barnabas in the Bronx because of its failure to provide an interpreter to a Spanish speaking patient.</p>
<p>Nisha Agarwal, the attorney with New York Lawyers for the Public Interest, represented that patient in court. “She did not get an interpreter at all, and when she did get interpreters, in the hospital, it was usually somebody who had been pulled in from somewhere else who was actually not trained to be an interpreter. So half the time they couldn’t even do a good job,” Agarwal says.</p>
<p>A good medical interpreter is much more than just bilingual. The interpreter must know medical terminology, and never insert her own opinions into the translation. But one problem is it’s up to the hospitals to train their own staff &#8212; and to figure out how to pay the interpretation bills. Language access is an unfunded mandate in New York.</p>
<p>“New York has been quite good in terms of language access issues. Our state regulations are very strong. Some of the ways New York has not been as much of a leader has been in terms of funding language services,” Agarwal says.</p>
<p>The language of medicine is difficult to understand, even for native English speakers. The names of diseases, medication instructions, and general hospital systems are confusing, especially when people are worried about their health. When these issues are compounded by language and cultural barriers, many immigrants are lost and can&#8217;t make informed health decisions. There&#8217;s no question that language access in hospitals has improved since Inocencia Nolasco landed in an emergency room where no staff spoke Spanish. But hospital administrators across the city say the need for trained interpreters outweighs the supply. And with an ever-growing immigrant population, the need is getting acute. <a href="http://www.wnyc.org/news/articles/152614"><strong>Listen to part two of Interpreting Health: Cultural Barriers at New York City Hospitals</strong></a></p>
<hr /><em>This story was produced as a project for The California Endowment Health Journalism Fellowships, a program of USC’s Annenberg School for Communication and Journalism.</em></div>
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		<title>Interpreters boost patient satisfaction</title>
		<link>http://koreaninterpreters.net/interpretation-news/interpreters-boost-patient-satisfaction.html</link>
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		<pubDate>Mon, 02 Aug 2010 21:16:43 +0000</pubDate>
		<dc:creator>admin</dc:creator>
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		<description><![CDATA[By Maureen McKinney
Posted: July 31, 2010 &#8211; 12:01 am ET www.modernhealthcare.com
Providing skilled, professional interpreters to patients whose first language is not English in emergency departments boosts patient satisfaction and could reduce wait times and lower the odds of medical error, according to the results of a new study published in the Annals of Emergency Medicine.
Patients [...]]]></description>
			<content:encoded><![CDATA[<p>By Maureen McKinney<br />
Posted: July 31, 2010 &#8211; 12:01 am ET www.modernhealthcare.com</p>
<p>Providing skilled, professional interpreters to patients whose first language is not English in emergency departments boosts patient satisfaction and could reduce wait times and lower the odds of medical error, according to the results of a new study published in the Annals of Emergency Medicine.</p>
<p>Patients who were assigned an interpreter were four times as likely to report satisfaction with their ED visit as patients who did not, according to the study&#8217;s authors.</p>
<p>“The results were the same for physicians and nurses, which could be important for reducing staff burnout and errors,” Ann Bagchi, the study&#8217;s lead author and a senior health researcher at Mathematica Policy Research, Princeton, N.J., said in a news release.</p>
<p>Interpreters may also prove to be an effective tool for improving patient safety because they enhance patient-provider communication, help shorten hospital stays and ease the discharge process, according to the study.</p>
<p>“Using the same interpreter from triage to discharge creates continuity of care and also ensures that we are not missing anything important when talking to the patient,” Robert Eisenstein, vice chairman of the emergency medicine department at Robert Wood Johnson Hospital in New Brunswick, N.J., and co-author of the study, said in the release.</p>
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		<title>The best Korean interpreter ever</title>
		<link>http://koreaninterpreters.net/korean-interpreter/the-best-korean-interpreter-ever.html</link>
		<comments>http://koreaninterpreters.net/korean-interpreter/the-best-korean-interpreter-ever.html#comments</comments>
		<pubDate>Mon, 26 Jul 2010 05:02:05 +0000</pubDate>
		<dc:creator>admin</dc:creator>
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		<guid isPermaLink="false">http://koreaninterpreters.net/?p=161</guid>
		<description><![CDATA[Because the distance between English and Korean languages is so far as their geographic distance, it is very difficult to find a really good Korean interpreter.  Everybody makes mistakes, even the best of them.  You can become a court certified interpreter in California if you can get about 80% in the oral test, [...]]]></description>
			<content:encoded><![CDATA[<p>Because the distance between English and Korean languages is so far as their geographic distance, it is very difficult to find a really good Korean interpreter.  Everybody makes mistakes, even the best of them.  You can become a court certified interpreter in California if you can get about 80% in the oral test, and that is very good accuracy.  I once met a great interpreter, Kyung Hwa Chung, who served as interpreter to President Dae Jung Kim and is now a high ranking Korean diplomat working for human rights in Geneva.<br />
     But look at this guy!  He is surely the best Korean interpreter that I ever came across.  He provided interpreting at Chun An Boat press conference, where Korean government was explaining to foreign press that there are substancial evidences that North Korea was involved in the sinking of Chun An Boat in june, 2010.</p>
<p>Start from about 36 minutes from the beginning.</p>
<p>mms://newsvod.kbs.co.kr/news/flash/2010/05/20/300k/10.asf</p>
<p>Isn&#8217;t he amazing?  </p>
<p>Lieutenant Cho graduated from Westminster high school in the U.S. in 2002, and graudated from Yale University, with full scholarship from Samsung.<br />
He came to Korean to become a Air Force Interpreter Officer in July 2007.  After he is discharged in June, 2010, he will study at Columbia University Law School.  He is a son of the ex-prime minister Jung Pyo Cho, who was a professional diplomat and Ex-Vice Minister of Foreign Affairs, and is known to have excellent command of Japanese as well.      </p>
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		<title>koreaninterpreters.net provides pro bono Korean translation service for NGOs</title>
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		<pubDate>Sun, 25 Jul 2010 05:35:00 +0000</pubDate>
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		<description><![CDATA[koreaninterpreters.net is providing pro bono service for qualified NGOs.
It has recently translated the newsletter of Vision Care from Korean to English. Vision Care is an NGO established by Korean eye doctors that provides eye surgery for people in many African, Asian, and Latin American countries to help them see better.
Please click the link below to [...]]]></description>
			<content:encoded><![CDATA[<p>koreaninterpreters.net is providing pro bono service for qualified NGOs.<br />
It has recently translated the newsletter of Vision Care from Korean to English. Vision Care is an NGO established by Korean eye doctors that provides eye surgery for people in many African, Asian, and Latin American countries to help them see better.<br />
Please click the link below to read the English translation.</p>
<p>http://www.vcs2020.org/webzine/2010_07_eng/campstory.php</p>
<p>Vision Care has now treated a total of 47,037 outpatients and performed 6,504 surgeries with their 73rd FEC.</p>
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		<title>Mistakes by the President&#8217;s interpreter</title>
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		<pubDate>Sun, 25 Jul 2010 05:08:35 +0000</pubDate>
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		<description><![CDATA[Interpreters are humans and they make mistakes.  Even the best of them can and do make mistakes.
This is when the ex President Moo Hyun Roh of Korea visited President Bush of the U.S.
A Korean reporter asked a question, and President Bush answered first. Then Bush was making a joke:  “See, I’ll interpret the [...]]]></description>
			<content:encoded><![CDATA[<p>Interpreters are humans and they make mistakes.  Even the best of them can and do make mistakes.<br />
This is when the ex President Moo Hyun Roh of Korea visited President Bush of the U.S.<br />
A Korean reporter asked a question, and President Bush answered first. Then Bush was making a joke:  “See, I’ll interpret the question for him. How come you look so beautiful in your blue tie, Mr. President?&#8221;</p>
<p>And then Bush said that he agrees with President Roh that the U.S. is responsible for defending Korea and it should not be used politically, on the issue of the transfer of operational control from the U.S. to Korea.</p>
<p>Then President Bush asked President Roh, “Did he ask you a question?” to mean, whether the interpreter interpreted the question right. Then the President&#8217;s interpreter interpreted to mean, &#8220;Was that a satisfactory answer?&#8221;  And President Roh said, &#8220;Thank you for your great answer.&#8221; </p>
<p>It was like praising Bush&#8217;s answer, without answering to the question that was directed to him.  The reporters who were present there bursted into laughter.  Then Bush said again, “Hope everybody else agrees with it.”<br />
The following is the record of the meeting.<br />
&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;-</p>
<p>PRESIDENT BUSH: We have proposed legislation that will enable the Central Intelligence Agency to be able to conduct a program to get information from high-value detainees in a lawful way. And that idea was approved yesterday by a House committee in an overwhelmingly bipartisan fashion. It is very important for the American people to understand that in order to protect this country, we must be able to interrogate people who have information about future attacks.</p>
<p>So the question I ask about any piece of legislation is, will the program provide legal clarity so that our professionals will feel comfortable about going forward with the program? That&#8217;s what I&#8217;m going to ask. And I will resist any bill that does not enable this program to go forward with legal clarity. And there&#8217;s all kinds of letters coming out &#8212; and today, by the way, active duty personnel in the Pentagon, the JAG, supported the concept that I have just outlined to you. This is an important program for the security of this country. And we want to work with Congress to make sure that the program can go forward. If there&#8217;s not clarity, if there&#8217;s ambiguity, if there&#8217;s any doubt in our professionals&#8217; minds that they can conduct their operations in a legal way, with support of the Congress, the program won&#8217;t go forward and the American people will be in danger.  </p>
<p>Q (Asked in Korean.) </p>
<p>PRESIDENT BUSH: See, I&#8217;ll interpret the question for him. (Laughter.) &#8220;How come you look so beautiful in your blue tie, Mr. President?&#8221; (Laughter.) </p>
<p>No, he asked about operational control, and the date &#8212; the appropriate date of operational control. My message to the Korean people is that the United States is committed to the security of the Korean Peninsula. Decisions about the placement of our troops and the size of our troops will be made in consultation with the South Korean government. We will work in a consultative way at the appropriate level of government to come up with an appropriate date. </p>
<p>I agree with the President that the issue should not become a political issue. I have talked to our Secretary of Defense about making sure that the issue is done in a consultative way and at the appropriate level of government, and that&#8217;s how we will end up deciding the appropriate transfer of operational authority. </p>
<p>Did he ask you a question? </p>
<p>PRESIDENT ROH: (As translated.) Yes, that was a very good answer. Thank you, Mr. President. (Laughter.) </p>
<p>PRESIDENT BUSH: Hope everybody else agrees with it. </p>
<p>PRESIDENT ROH: (As translated.) As for the question about the common and broad approach being talked about between our two countries for the re-start of the six-party talks, I must tell you that we are at the working level of consulting very closely on this issue, but we have not yet reached a conclusion and this issue is very complex, so I would be hesitant and it would be difficult for me to answer the question at the moment. </p>
<p>The important thing to remember, that South Korea now faces the issue of North Korean nuclear issue. And this, I would say, is the one important issue that we&#8217;re facing. On the other hand, the United States has a host of other issues to deal with: the Iran, Lebanon crisis, the war in Iraq. So what is important to remember is that the fact that we are consulting closely on the North Korean nuclear issue and we are consulting on ways to re-start the six-party process, and I believe this is the important point. </p>
<p>That this is, in fact, very meaningful that the United States is devoting much of its efforts to resolving the North Korean issue. This is very significant for the Korean government. </p>
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		<title>China executes president&#8217;s interpreter for leaking North Korea talks</title>
		<link>http://koreaninterpreters.net/interpretation-news/china-executes-presidents-interpreter-for-leaking-north-korea-talks.html</link>
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		<pubDate>Fri, 09 Jul 2010 00:26:58 +0000</pubDate>
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		<description><![CDATA[China ‘executes president&#8217;s interpreter&#8217; for leaking North Korea talks, says newspaper
Last Updated: June 25. 2010
For an interpreter, keeping confidentiality of the client should take priority. It is like a Catholic priest having the duty to keep the confidentiality of confessions that the church membes make.
]]></description>
			<content:encoded><![CDATA[<h1>China ‘executes president&#8217;s interpreter&#8217; for leaking North Korea talks, says newspaper</h1>
<p>Last Updated: June 25. 2010</p>
<p>For an interpreter, keeping confidentiality of the client should take priority. It is like a Catholic priest having the duty to keep the confidentiality of confessions that the church membes make.</p>
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<p>&#8211;>BEIJING // An interpreter for the Chinese president, Hu Jintao, was executed for divulging the content of conversations between the president and North Korean leader Kim Jong-il to South Korea, a Hong Kong newspaper reported.</p>
<p>The <em>Apple Daily</em> said on Wednesday that Mr Hu’s interpreter, Zhang Liucheng, was found to have worked as a spy for South Korea, and was subsequently executed, citing a report in <em>External Reference</em>, a monthly publication edited by He Pin, a prominent US-based dissident and expert on Chinese internal political affairs.</p>
<p>Mr Zhang “revealed confidential conversation records between Hu Jintao and Kim Jong-il”, according to the article.</p>
<p>But some China analysts disputed the credibility of the report. Lu Chao, a Chinese expert on North Korea at the Liaoning Academy of Social Sciences said, “I often find [<em>Apple Daily</em>’s] reports lack credibility. It’s likely the same this time.”</p>
<p>One South Korean analyst said Mr Zhang had in fact been executed, but that he had been killed several years ago.</p>
<p>But Yang Moo-jin, an expert on East Asian security at Seoul’s University of North Korean Studies, pointed out that a death sentence for espionage is rare in China.</p>
<p>Koh Yu-hwan, a professor of North Korea studies at Seoul’s Dongguk University, added: “If the report of the execution were true, then there might be other reasons we don’t know yet.”</p>
<p>The report came at a sensitive time for China, which has been the target of international criticism for shielding North Korea from sanctions for its sinking of a South Korean navy ship in March.</p>
<p>The news of the alleged execution drew considerable media attention in South Korea. While China’s state-controlled media are silent, news of the report is spreading on Chinese blogs and web forums in such major portals as Sohu.com and China’s largest online discussion forum, Tianya.</p>
<p>Media outlets in Hong Kong are freer than those on the mainland as Beijing offers more liberty to Hong Kong’s media in its “one country, two systems” policy.</p>
<p>Mr Zhang served as the deputy director of the Koreas Division at the International Department of the Communist Party of China. The department is the primary body in China that handled the logistics of Mr Kim’s visit to China.</p>
<p>Mr Zhang was not the translator in the summit between Mr Hu and Mr Kim in May.</p>
<p>Mr Hu became “furious” about the incident, the <em>Apple Daily</em> report said, but because of the sensitivity of the issue, and to keep China’s relationship with South Korea on an even keel, Beijing carried out Mr Zhang’s execution in secret.</p>
<p>Mr Zhang was arrested during an ongoing anti-spy operation by the ministry of public security – named Operation Spring Sunshine – which primarily deals with counter-intelligence activities by Japan, South Korea and the North, the report said.</p>
<p>The operation has previously uncovered other cases of espionage by China’s neighbours.</p>
<p>These include Li Dunqiu, a researcher with the State Council, China’s government cabinet, who reportedly handed over state secrets to North Korea.</p>
<p>In another case in 2007, Wang Qing, a colonel with China’s People’s Liberation Army, was executed for selling military secrets to Japan, <em>Apple Daily</em> reported.</p>
<p>In the same year, Yu Jiafu, the foreign affairs bureau chief at Xinhua news agency, was arrested by the state security agency for distributing state secrets to Japanese and South Korean diplomats.</p>
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		<title>Korean-English Phonological Structures</title>
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		<pubDate>Fri, 09 Jul 2010 00:03:45 +0000</pubDate>
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		<description><![CDATA[Meta : journal des traducteurs / Meta: Translators&#8217; Journal, vol. 51, n° 2, 2006, p. 229-246.
A Comparative Analysis of Korean-English Phonological Structures and Processes for Pronunciation Pedagogy
in Interpretation Training
junmo cho
Handong Global University, Pohang, Korea junmocho@handong.edu
hae-kyeong park
Handong Global University, Pohang, Korea becky@handong.edu
ABSTRACT
This paper discusses the rationale for providing pronunciation training in B language to students of [...]]]></description>
			<content:encoded><![CDATA[<div><span style="color: #000000;"><em>Meta : journal des traducteurs / Meta: Translators&#8217; Journal</em>, vol. 51, n° 2, 2006, p. 229-246.<br />
</span><span style="color: #000000;"><strong>A Comparative Analysis of Korean-English </strong><strong>Phonological Structures and Processes for Pronunciation Pedagogy<br />
</strong></span><span style="color: #000000;"><strong>in Interpretation Training</strong><strong><br />
</strong></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">junmo cho<br />
</span></span></strong><span style="font-family: Times New Roman;"><em><span style="color: #000000;">Handong Global University, Pohang, Korea </span></em><span style="text-decoration: underline;"><a href="mailto:junmocho@handong.edu">junmocho@handong.edu</a></span><br />
</span><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>hae-kyeong park</strong><strong><br />
</strong></span></span><span style="font-family: Times New Roman;"><em><span style="color: #000000;">Handong Global University, Pohang, Korea </span></em><span style="text-decoration: underline;"><a href="mailto:becky@handong.edu">becky@handong.edu</a></span><br />
</span><span style="color: #000000;"><strong>ABSTRACT</strong><strong><br />
</strong></span><span style="color: #000000;">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.<br />
</span><span style="color: #000000;"><strong>MOTS-CLÉS/KEYWORDS</strong><strong><br />
</strong></span><span style="color: #000000;">pronunciation, pedagogy, phonetic analyses, transfer of phonological processes, Korean-English interpretation training<strong><br />
</strong></span></div>
<p> </p>
<div><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">I. Introduction<br />
</span></span></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">The AIIC Professional Standards offer the implicit message that interpreters must always interpret into their A languages, but not into their B languages. Therefore, most training institutions based in European countries see to it that they provide interpre­tation training from B language into A. Seleskovitch and Lederer (1989) argue that simultaneous interpretation should only be taught into trainees’ mother tongues. In particular, Seleskovitch (1999) is known to adhere to the position that simultaneous interpretation into B languages must be avoided.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">However, Lim (2003) criticizes such a position by pointing out that it is a luxury that only European or Western interpreters may enjoy. She asserts that “the situation in Asia&#8230;interpreting into B may be acceptable, and in fact, it is taking place almost every day of the year without any problems.” Choi (2004) also argues that “[the AIIC] definitions cannot always be applied in the same manner with Korean conference interpreters because they regularly have to work not only into their A language but also into their B language or <em>retour</em> language because there aren’t any foreign inter­preters who can interpret into Korean.” In her survey study on the competitiveness of interpretation into B, 91.3% of Korean-English interpreters who have more than two years of field experience answered that they work into both Korean and English equally. She emphasized that Korean interpreters must have nearly as much profi­ciency in their B language as their A language.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Korean interpreters must have a strong ‘B’ language in order to meet the demands of the market. Moreover, since the Korean-English combination is the highest in demand, with many qualified interpreters honing their skills every day during peak seasons, interpreters cannot live up to the expectations of their clients with just average ‘B’ lan­guage skills (Choi, 2004).<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">In this respect, Déjean Le Féal (2003) argues that due to the fact that minor lan­guages are not taught in interpretation schools outside the country, it is inevitable for interpretation institutions in countries of minor languages to admit applicants with a minor language as their A language and train them rigorously in their B language so that they can meet the required level of the market. This also means that interpret­ers should be trained to satisfy their B language audience expectations.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Research on audience expectations and preferences identified several common criteria for “good quality interpretation” though expectations and preferences differ depending on who the receiver may be. Kurz (1994) selected eight criteria: native accent, pleasant voice, fluency, logical cohesion, sense consistency, completeness, cor­rect usage of grammar, and correct terminology. It is also suggested that intonation, pronunciation, and accent constitute naturalness of interpretation (Ng, 1992; Shlesinger, 1994). Park (2003) also asserts that interpreters are required to be equipped with perfect language ability as well as overall speech delivery skills including diction such as phrasing, intonation, voicing, speed, and pronunciation.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Burnaby (1989) argues that “the curriculum content and learning experiences to take place in class should be negotiated between learners, teacher and coordinator at the beginning of the project and renegotiated regularly during the project.” Li (2002) supports this by emphasizing that training institutions should cater to students’ needs for more language training. The needs of English language training for Korean stu­dents must be taken into consideration in designing curriculum because many Korean<br />
</span></span></div>
<p> </p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">students of interpretation must still pursue the parallel acquisition of language ability and interpretation skills (Park, 1999; 2004).<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Among various needs of English language training for Korean students of inter­pretation, the focus of this paper will be given to the needs of pronunciation training. Since the highest demand in Korea is in Korean-English interpreters who regularly have to interpret into English, their English pronunciation needs to be trained for near perfection. However, there seems to be a marked lack of prior research on com­parative analysis of phonetic and phonological structures between Korean and English for pedagogical purposes to improve students’ pronunciation.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The main purpose of this paper, therefore, is to provide a theoretical foundation for identifying Korean students’ common errors in English pronunciation and thus to share the insight with instructors of Korean-English trainees at interpretation training institutions that pronunciation training of English should be included in its curriculum.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">In this context, this paper attempts 1) to discuss the rationale for providing pro­nunciation training to Korean students of interpretation; 2) to provide a thorough comparative analysis of Korean-English phonological structures and processes; 3) to offer pedagogical suggestions for instructors of interpretation.<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">II. Rationale for Pronunciation Training and Pedagogy<br />
</span></span></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">Déjean Le Féal (1999) asserts that “in order to prepare the students for their future professional careers, the programme will include elements such as communication skills, e.g. voice coaching, public speaking, etc.”<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Minns (2002), from his twenty-five years of teaching experience in interpretation into B, summarizes nine strategies that he thought were necessary for students inter­preting into B. He stresses the importance of pronunciation training that there should be allocation of teaching time devoted to exclusively linguistic aspects of pronuncia­tion of students’ B language.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Korean and Vietnamese students however almost invariably need intensive coaching and/or practice in the production of sound and intonation patterns in English (Minns, 2002).<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Kondo (2003) shares a similar observation from his interpretation class.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Recently in my interpreting class a Japanese student was shocked to find that the Chinese students in the class could not repeat some very simple English sentences he uttered&#8230; Since English is spoken by many different groups, we must get used to different accents but also we must train our students to speak in such a way that would be understood easily by all other linguistic and ethnic groups (Kondo, 2003).<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">When engaged in the actual task of pronunciation training, the first thing that comes to one’s mind would be to identify pronunciation errors. One needs to know exactly which errors are made in order to correct them. At this point, what many instructors may hurriedly do is to simply provide a correct pronunciation of the erred counter­parts and instruct the students to mimic them until they succeed. But many instruc­tors would agree that although certain errors are easily corrected with minimal effort, other errors are almost impossible to correct. Pronunciation teaching attempts may then well be a source of an unpleasant, if not absolutely frustrating, experience for both students and instructors.<br />
</span></span></div>
<p> </p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">In their study on teaching pronunciation, Celce-Murcia and Goodwin (1991) note the importance of moving beyond the simple identification of mistakes for some students.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">For a course focusing on pronunciation at a more advanced level, it is useful to present a diagram of the organs of speech, the phonetic alphabet, the consonant chart, and the vowel chart [...] The organs of speech diagram illustrates the place of articulation for both consonants and vowels, and although not all students or sounds respond well to such articulatory explanation, it can be quite productive for others. In addition to place of articulation, the consonant chart allows us to address the manner of articulation and voicing [...] the vowel chart is an aid in differentiating the sounds [...] (Celce-Murcia and Goodwin, 1991).<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Therefore, one needs to proceed to ask why pronunciation errors are made in the first place. When considering this question, it is soon noted that most pronunciation errors are particular, not random. Furthermore, pronunciation mistakes by interpret­ers of a specific A language while targeting a specific B language are idiosyncratic to that of A language speakers. For instance, it is quite common to find that Korean students of interpretation make pronunciation mistakes in English that are unique to Koreans.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The obvious reason is that the sounds available, and therefore used with ease, in Korean are unique to Korean. The pronunciation mistakes arise from the differences in the kinds of sounds in Korean and those of English. For instance, the [f] sound in English is hard for Korean interpreters simply because Korean does not have such a sound.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">There are also less expected, thus easily ignored, reasons for the uniqueness of pronunciation errors. First, certain pronunciation errors are due to the differences in phonotactics – combinations of sounds permitted in a particular language – between Korean and English. Secondly, Korean-particular mistakes are made due to the ‘trans­fer’ of certain aspects of the Korean phonological processes into English. Lastly, those idiosyncratic mistakes are made due to the failure to acquire certain phonological processes in the English language.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Knowledge of the specific phonetic/phonological reasons for pronunciation errors is very valuable if instructors are serious about helping students improve their pronunciation. Such knowledge will provide them guidance not only as to where to focus their teaching but also in how to help them from a well-established theoretical foundation. Consequently, it is vital that instructors engage in cross-linguistic pho­netic/phonological analyses of the native and target languages of interpreters as a basis for developing pronunciation-training methodologies.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">In the following sections, theoretical reasons for pronunciation errors made by Korean students while interpreting into English are presented. In particular, a comparative analysis of phonetic and phonological structures of Korean and English in the spirit of Contrastive Analysis Hypothesis (Lado 1957; Wardhaugh 1970) is provided.<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">III. Comparison in Phonemic Inventories<br />
</span></span></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">The first area of comparison concerns the most basic differences of the two languages,<br />
namely, the availability of sounds. Phonemic inventory<sup>1</sup> of each language is unique.<br />
</span></span></div>
<p> </p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">Therefore, not all sounds of A language are necessarily available in B language, and vice versa. Although it is quite easy to recognize such differences in the languages being compared, often such recognition is rather superficial. A detailed study of the phonemic inventories reveals a more thorough comparison of the sounds available in the two languages, and more often than not such a comparison helps us realize some unexpected sounds or groups of sounds that deserve more attention for train­ing than others.<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">3.1 Vowels<br />
</span></span></strong><em><span style="color: #000000;"><span style="font-family: Times New Roman;">3.1.1 Vowel Inventories<br />
</span></span></em><span style="color: #000000;"><span style="font-family: Times New Roman;">When one compares and contrasts sounds of any given two languages at a superficial level, one usually pays more attention to consonants than vowels, perhaps due to the acoustic prominence of consonants in relation to vowels. However, a close examina­tion of vowel systems of English and Korean reveals that in reality more attention is needed for vowel contrasts than for consonants. Observe (1) below which represents an inventory of Korean simple vowels.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">1)    </span><span style="color: #000000;">Korean Phonemic Vowels<br />
</span></span></div>
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<tbody>
<tr>
<td width="188" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;">I                                     </span>ɯ<span style="font-family: Times New Roman;"> u<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Y o<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">ε<br />
</span></span><span style="color: #000000;">ɑ<br />
</span></td>
</tr>
</tbody>
</table>
<p><span style="color: #000000;"><span style="font-family: Times New Roman;">In the Korean vowel system, we have two front unrounded vowels; one is high and the other is non-high: /I/ and /ε/ respectively. There is one non-front (either mid or back) low vowel /</span>ɑ<span style="font-family: Times New Roman;">/. Two rounded vowels are found in high back position and mid back position: /</span><span style="font-family: Times New Roman;">u/ and /o/ respectively. Korean also has two unrounded vowels that are generally uncommon in other languages, namely the high back unrounded vowel /</span>ɯ<span style="font-family: Times New Roman;">/, which in fact often ranges from central to back, and the mid back unrounded vowel /</span><span style="font-family: Times New Roman;">/. Lastly, Korean has ten diphthongs all of which are combinations of a glide and a vowel: /</span><span style="font-family: Times New Roman;">ja/, /j</span><span style="font-family: Times New Roman;">/, /</span><span style="font-family: Times New Roman;">jo/, /ju/, /jε/, /w</span>ɑ<span style="font-family: Times New Roman;">/, /</span><span style="font-family: Times New Roman;">w</span><span style="font-family: Times New Roman;">/, /wε/, /wi/, /uji/. Now observe (2), the English Phonemic Vowel Chart.<sup>2</sup><br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">2)    </span><span style="color: #000000;">English Phonemic Vowels (adopted from O’Grady and Archibald 2004)<br />
</span></span></p>
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<td width="188" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;">i                                                   u<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">I                                   V<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">ej                           A                    ow<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">ε                    ə              </span>ɔ<br />
</span><span style="color: #000000;"><span style="font-family: Times New Roman;">                         a                 </span>ɑ<br />
</span></td>
</tr>
</tbody>
</table>
<p><span style="color: #000000;"><span style="font-family: Times New Roman;">English phonemic vowels include a lot more fine-grained distinctions, compared to those of Korean. First of all, both high front and high back regions have two different vowels separated by the tense/lax distinction. Thus, although both are unrounded, high and front, /i/ is distinguished from /i/ in that the former is a tense version of the latter, as exemplified in the minimal pairs<sup>3</sup> such as ‘beat’ vs. ‘bit.’ In the same way, /u/<br />
</span></span></p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">is the tense version of the lax counterpart /v/. Examples of the contrast can be found in pairs such as ‘pool’ vs. ‘pull.’ By the same token, mid front and mid back vowels have the tense and lax distinction. There are two mid front unrounded vowels, /ej/ as in ‘bait’ and /ε/ as in ‘bet,’ the former being tense and the latter lax. There are also two mid back rounded vowels, /ow/ as in ‘boat’ and /</span>ɔ<span style="font-family: Times New Roman;">/ ‘as in ‘bore,’ where the former is tense and the latter also lax. But, note that the tense/lax distinction is not the only distinguishing factor for the mid front and mid back vowels in English. The tense versions of the mid front and mid back vowels in English are all diphthongized. That is, /ej/ is not like a simple /e/ nor is /ow/ like /o/.<sup>4</sup><br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The mid central vowels in English have both /A/ as in ‘butt’ and schwa /ə/ as in the second syllable of ‘Rosa.’ The occurrences of the two mid central vowels are usu­ally distinguished by the presence or absence of stress. The front low vowel // is found in such words as ‘bat,’ and the low back vowel /</span>ɑ<span style="font-family: Times New Roman;">/ in such words as ‘pot.’ The low central vowel /a/ is quite rare and it usually occurs only as the first part of diph­thongs. As for diphthongs, the English diphthongs are uniformly composed of the sequence of a vowel and a glide, exactly the opposite sequence from that of Korean. Besides /ej/ and /ow/, there are /aj/ as in ‘sigh,’ /aw/ as in ‘how’ and /</span>ɔ<span style="font-family: Times New Roman;">j/ as in ‘joy.’ Also, some phoneticians note that the high front and back unrounded tense vowels are slightly diphthongized. Thus, they transcribe them as /ij/ and /uw/.<br />
</span></span><em><span style="color: #000000;"><span style="font-family: Times New Roman;">3.1.2 Error Analysis<br />
</span></span></em><span style="color: #000000;"><span style="font-family: Times New Roman;">In this section, we undertake a fine-grained comparison between the two languages’ vowel systems in order to account for the actual pronunciation errors commonly attested. First of all, we note that Korean has some simple vowels that are not available in English. These are summarized as below:<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">3)  /</span>ɯ<span style="font-family: Times New Roman;">/ /o/ /g/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">(3) implies that these particular vowels would pose difficulty for the native speakers of English learning Korean.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">More notably, however, we observe that there are many more vowels that are available in English but not in Korean. This suggests that it is much more challenging for Koreans to acquire English vowels than for English speakers to acquire Korean vowels. The English simple vowels (with the addition of two diphthongs derived from simple vowels: see endnote ii.) that are not available in Korean are summed up as below.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">4)  </span><span style="color: #000000;">/i/ /v/ // /ej/ /ow/ /</span></span><span style="color: #000000;">ɔ<span style="font-family: Times New Roman;">/ /ə/ /A/ /a/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The identification in (4) likewise helps us realize that, when Korean interpreters pro­nounce English vowels, they will make mistakes more likely with these particular vowels than others. It goes without saying that such an identification process through an actual comparison of vowel inventories helps us greatly in designing a strategic curriculum for pronunciation improvement. Now, we can examine (4) more closely in order to identify the exact nature of the actual pronunciation errors that are com­monly made by Korean speakers of English.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">First, as noted above, the contrast, /ε/ vs. //, in the front non-high tongue posi­tion is not found in Korean. The non-high counterpart of the front vowel in Korean, although transcribed as /ε/ for lack of better notation, in fact ranges over the mid<br />
</span></span></div>
<p> </p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">front and low front tongue positions. The lack of such distinction in Korean makes it challenging for Koreans to distinguish these two English vowels both in comprehen­sion and production. Some of the minimal pairs distinguished by these vowels, thus pose special difficulty for Koreans, are shown below.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">5)    </span><span style="color: #000000;">/ε/ vs. // minimal pairs<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">bet, bat set, sat fed, fad pen, pan<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">For instance, Korean students reportedly struggle in both comprehension and produc­tion with the distinction between sentences such as <em>That’s a good bet</em> vs. <em>That’s a good </em><em>bat</em>; <em>I set him up</em> vs. <em>I sat him up</em>; <em>This pen is expensive</em> vs. <em>This pan is expensive</em>.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The /a/ vs. /</span>ɑ<span style="font-family: Times New Roman;">/ contrast in English is not found in Korean, either. However, this distinction poses less difficulty since the low central vowel [a] is quite rare in actual usage, and when it is used, it occurs only as the first part of diphthongs.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Second, English vowels show the tense/lax contrasts in high tongue position, namely /i/ vs./I/ and /u/ vs. /v/ contrasts which Korean lacks. Note that Korean has only one high front unrounded vowel. Although transcribed as /1/ for lack of a better symbol, it in fact ranges over the whole high front area. The same goes for the high back rounded vowel in Korean, which although transcribed as /u/, ranges over the whole high back area. This means Korean interpreters are predicted to have difficulty recognizing the following minimal pairs in (6) and (7).<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">6)    </span><span style="color: #000000;">/i/ vs. /I/ minimal pairs<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">beat vs. bit eat vs. it<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">seat vs. sit<br />
</span></span><span style="font-family: Times New Roman; color: #000000;">leave vs. live<br />
</span><span style="color: #000000;"><span style="font-family: Times New Roman;">scene vs. sin<br />
keen vs. kin<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">7)    </span><span style="color: #000000;">/u/ vs. /v/ minimal pairs pool vs. pull<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">fool vs. full<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Consequently, it is common to find actual production mistakes in sentences such as: <em>Please have a seat</em> where the last word is usually incorrectly pronounced as something close to sit, <em>That’s a beautiful scene</em> with the last word incorrectly replaced by <em>sin</em>, creating a rather humorous interpretation, and <em>I am full</em> where <em>full</em> cannot be distin­guished from the pronunciation of <em>fool.</em><br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">In addition to the tense/lax distinction, the high vowels in English are also dis­tinguished by their length difference. The tense vowels are by nature longer in length than their lax counterparts. Therefore, at least in comprehension, Korean interpreters can tune into their length distinction in order to distinguish these two sets of vowels. Unfortunately, however, many Korean interpreters tend to assume that the length distinction is the only difference between these vowels in English.<sup>5</sup> This impedes the improvement of the actual production of these vowels.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Unlike high vowels, the tense/lax distinction of the mid vowels such as /ej/ vs. /ε/ and /ow/ vs. /</span>ɔ<span style="font-family: Times New Roman;">/ does not impose as much difficulty as the high vowels for Koreans<br />
</span></span></div>
<p> </p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">since the tense counterparts are necessarily diphthongized in English. The off-glides of the mid tense vowels are good enough cues for Koreans to perceive the distinction easily in their comprehension.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Third, although it is quite possible for the Koreans to tune into the off-glides of /ow/ and /ej/ in order to distinguish these from their lax counterparts, the production of these vowels is of different matter. In fact, it is a challenge for the Koreans to achieve the level of production accuracy needed for successful communication. Note that the mid back rounded vowel /o/ in Korean is the closest counterpart to /ow/ in English (see (2) above). As in the case with /o/, the mid front unrounded vowel in the Korean vowel inventory is not diphthongized either, unlike the English /ej/. This difference presents itself difficult for Koreans. For instance, we find that there are common mistakes such as (8) and (9).<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">8)       </span><span style="color: #000000;">The first vowel in ‘open’ ‘only’ ‘soul’ ‘so’ often incorrectly pronounced with /o/<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">9)       </span><span style="color: #000000;">The first vowel in ‘angel,’ ‘save,’ ‘pain’ often incorrectly pronounced with /ε/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Fourth, not only in the case with /ej/ and /ow/, but English diphthongs in general pose problems for Korean interpreters. Above, we noted that Korean diphthongs are uniformly the sequence of a glide and a vowel while English diphthongs are composed of the exact opposite sequence. Accordingly, the concept of an English diphthong is hard for Koreans to perceive. As a result, Koreans perceive English diphthongs in (10) as two independent syllables and produce them as such.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">10)   </span><span style="color: #000000;">/aj/     side, light, kind, height, hike, like, nice<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">/aw/            sound, pound, out, cow<br />
</span></span><span style="font-family: Times New Roman; color: #000000;">/</span><span style="color: #000000;">ɔ<span style="font-family: Times New Roman;">j/                boy, soy<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">slightly diphthongal<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">   /ij/                       me          (e.g., see vs. seeing, be vs. beeing)<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">/uw/                      moo<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Fifth, due to the lack of the exact counterpart to the mid back rounded vowel /</span>ɔ<span style="font-family: Times New Roman;">/, Koreans tend to replace /</span>ɔ<span style="font-family: Times New Roman;">/ with /o/ as exemplified in (11).<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">11)   </span><span style="color: #000000;">‘ball,’ ‘hall’ mistakenly pronounced with /o/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Sixth, due to the absence of mid central vowels in Korean, Koreans tend to mis­takenly replace mid central vowels /A/ and /ə/ in English with the mid back vowel /</span><span style="font-family: Times New Roman;">/ or the high central unrounded vowel /4/, the closest counterparts in the Korean vowel inventory.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">12)   </span><span style="color: #000000;">[ə] replaced by [</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">] in words such as <span style="text-decoration: underline;">‘ago,’ ‘fir,’ ‘fern,’ </span>‘occur,’ ‘server’<span style="text-decoration: underline;"><br />
</span></span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">13)   </span><span style="color: #000000;">[ə] replaced by [</span></span><span style="color: #000000;">ɯ<span style="font-family: Times New Roman;">] in words such as ‘open,’ ‘cancel’<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">14)   </span><span style="color: #000000;">[A] replaced by [</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">] in words such as ‘but,’ ’cut’<br />
</span></span></div>
<p> </p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong><em>3.2 Consonants</em></strong><em><br />
</em></span></span><span style="color: #000000;"><span style="font-family: Times New Roman;"><em>3.2.1 Consonant Inventories</em><em><br />
</em></span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Observe the Korean phonemic consonants below.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">15) Korean Phonemic Consonants<br />
</span></span></div>
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<td width="60" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Bilabial</strong><br />
</span></span></td>
<td width="45"><strong><span style="font-family: Times New Roman; color: #000000;">Labio-</span></strong><br />
<span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>dental</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Dental</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Alveolar</strong><br />
</span></span></td>
<td width="47"><span style="color: #000000;"><strong><span style="font-family: Times New Roman;">Palato-</span></strong> <span style="font-family: Times New Roman;"><strong>alveolar</strong><br />
</span></span></td>
<td width="43" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Palatal</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Velar</strong><br />
</span></span></td>
<td width="45"><span style="color: #000000;"><strong><span style="font-family: Times New Roman;">Labio-</span></strong> <span style="font-family: Times New Roman;"><strong>velar</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Glottal</strong><br />
</span></span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Stop</strong><br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">p ph p&#8217;<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">t th t&#8217;<br />
</span></span></td>
<td width="47" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="43" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">k kh k&#8217;<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Fricative</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">s s&#8217;<br />
</span></span></td>
<td width="47" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="43" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">h<br />
</span></span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Affricate</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="47"><span style="color: #000000;"><span style="font-family: Times New Roman;">t</span>ʃ<span style="font-family: Times New Roman;"> t</span>ʃ<span style="font-family: Times New Roman;">h t</span>ʃ<span style="font-family: Times New Roman;">&#8216;<br />
</span></span></td>
<td width="43" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Nasal</strong><br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">m<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">n<br />
</span></span></td>
<td width="47" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="43" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">ŋ<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Approximant</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="47" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="43"><span style="color: #000000;"><span style="font-family: Times New Roman;">j<br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">ul<br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">w<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Flap</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;">ɾ<strong><br />
</strong></span></td>
<td width="47" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="43" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
</tbody>
</table>
<p><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span><span style="color: #000000;"><span style="font-family: Times New Roman;">There are four aspects of the inventory that we want to pay special attention to. First, Korean does not have voiced obstruents. All stops, fricatives and affricates are voice­less. They do not have voiced consonants, at least in the phonemic level. Second, for most obstruents, instead of the voicing contrast, there are other contrasts at phonemic level, namely, aspiration contrast and glottis constriction contrast. Third, Korean has a flap [</span>ɾ<span style="font-family: Times New Roman;">], but no [l] or [</span>ɹ<span style="font-family: Times New Roman;">]. Fourth, the number of fricatives is significantly small.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Observe the inventory of English phonemic consonants below.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">16) English Phonemic Consonants (adopted from O’Grady and Archibald 2004)<br />
</span></span></p>
<table border="0" cellspacing="0" cellpadding="0">
<tbody>
<tr>
<td width="60" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Bilabial</strong><br />
</span></span></td>
<td width="45"><strong><span style="font-family: Times New Roman; color: #000000;">Labio-</span></strong><br />
<span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>dental</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Dental</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Alveolar</strong><br />
</span></span></td>
<td width="45"><span style="color: #000000;"><strong><span style="font-family: Times New Roman;">Palato-</span></strong> <span style="font-family: Times New Roman;"><strong>alveolar</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Palatal</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Velar</strong><br />
</span></span></td>
<td width="45"><span style="color: #000000;"><strong><span style="font-family: Times New Roman;">Labio-</span></strong> <span style="font-family: Times New Roman;"><strong>velar</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Glottal</strong><br />
</span></span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Stop</strong><br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">p b<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">t d<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">k g<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;">ʔ<br />
</span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Fricative</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">f v<br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">θ ð<br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">s z<strong><br />
</strong></span></span></td>
<td width="45"><span style="color: #000000;">ʃ<span style="font-family: Times New Roman;"> 3<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">h<br />
</span></span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Affricate</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">t</span>ʃ<span style="font-family: Times New Roman;"> d3<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Nasal</strong><br />
</span></span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">m<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">n<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">ŋ<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
<tr>
<td width="60"><span style="color: #000000;"><span style="font-family: Times New Roman;"><strong>Approximant</strong><br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">l </span>ɹ<br />
</span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">j<strong><br />
</strong></span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
<td width="45"><span style="color: #000000;"><span style="font-family: Times New Roman;">w<br />
</span></span></td>
<td width="45" valign="top"><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span></td>
</tr>
</tbody>
</table>
<p><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span><span style="color: #000000;"><span style="font-family: Times New Roman;">By contrast, we find that all obstruents in English, besides the ones produced at glottis, have voiced/voiceless counterparts. We also note that there are many fricatives in a variety of places of articulation.<br />
</span></span><em><span style="color: #000000;"><span style="font-family: Times New Roman;">3.2.2. Error Analysis<br />
</span></span></em><span style="color: #000000;"><span style="font-family: Times New Roman;">Based upon the fine-grained comparison of the consonant inventories of the two languages, we now explicate the actual errors in pronunciation. (17) is the summary of Korean consonants that do not exist in English.<br />
</span></span><span style="color: #000000;">17) <span style="font-family: Times New Roman;">/ph/ /p&#8217;/ /th/ /th/ /kh/ /k&#8217;/ /s&#8217;/ /t</span>ʃ<span style="font-family: Times New Roman;">h/ /t</span>ʃ<span style="font-family: Times New Roman;">&#8216;/ /</span>ɾ<span style="font-family: Times New Roman;">/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">(17) implies that this set of consonants will pose problems for English speakers learn­ing Korean. Most notably the obstruents with constricted glottis will be the hardest to acquire.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">(18) is the list of English consonants not found in Korean.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">18) </span><span style="color: #000000;">/b/ /d/ /g/ /f/ /v/ /θ/ /ð/ /z/ /</span></span><span style="color: #000000;">ʃ<span style="font-family: Times New Roman;">/ /3/ /d3/ /l/ /</span>ɹ<span style="font-family: Times New Roman;">/</span> <span style="font-family: Times New Roman;">(18) helps us to identify four major areas of pronunciation errors.<br />
</span></span></p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">First, although consonants such as /b/ /d/ /g/ /d3/ are commonly found cross-linguistically, these consonants are not found phonemically in Korean. Korean, on the other hand, employs a voicing process: voiceless consonants become voiced between voiced segments. Thus, the English voiced consonants that are not between voiced segments are hard to pronounce for Koreans. Generally, the voice onset time (the time at which vocal chords begin to vibrate) for such consonants tends to be quite late for Korean speakers. (19) shows some attested mistakes.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">19) a. The first consonant of ‘John’ often mistakenly pronounced with the unaspirated voiceless counterpart /t</span>ʃ<span style="font-family: Times New Roman;">/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">b. The first consonant of ‘Bob’ often mistakenly pronounced with the unaspirated voiceless counterpart /p/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Second, due to the absence of fricatives such as /f/ /v/ /θ/ /ð/ /z/ /</span>ʃ<span style="font-family: Times New Roman;">/ /3/, many errors are made with these sounds. Most errors are made replacing such fricatives with nearby stops or affricates as shown in (20).<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">20) Common replacement errors<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">a.    </span><span style="color: #000000;">/f/ in ‘fine’ by /p/<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">b.    </span><span style="color: #000000;">/v/ in ‘vine’ by /b/<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">c.     </span><span style="color: #000000;">/θ/ in ‘three’ by /s/<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">d.    </span><span style="color: #000000;">/ð/ in ‘there’ by /d/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">e.     /z/ in ‘zebra’ by /t</span>ʃ<span style="font-family: Times New Roman;">/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">f.     /3/ in ‘measure’ by /t</span>ʃ<span style="font-family: Times New Roman;">/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Third, the absence of /l/ and /</span>ɹ<span style="font-family: Times New Roman;">/ in Korean causes one of the most easily recognized errors. The contrast between these two liquids poses a problem for such distinctions as (21).<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">21) ‘lice’ vs. ‘rice’<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Both ‘lice’ and ‘rice’ are commonly pronounced replacing /l/ and /</span>ɹ<span style="font-family: Times New Roman;">/ with the Korean flap /</span>ɾ<span style="font-family: Times New Roman;">/. What makes it worse is that Koreans tend to associate /</span>ɾ<span style="font-family: Times New Roman;">/ with English /l/ rather than with /</span>ɹ<span style="font-family: Times New Roman;">/, possibly due to a phonological process that turns /</span>ɹ<span style="font-family: Times New Roman;">/ into /l/ under a particular phonological environment, which we will discuss below. This goes against a common expectation of English speakers. Most English speakers, upon hear­ing a second language speaker pronouncing a flap such as /</span>ɾ<span style="font-family: Times New Roman;">/, assume that she is imitating an English /</span>ɹ<span style="font-family: Times New Roman;">/ rather than /l/. After all, English /</span>ɹ<span style="font-family: Times New Roman;">/ is a notorious sound for many second language speakers and many speakers from different language back­grounds would mimic this with various trills and flaps. Consequently, words such as ‘row’ pronounced with /</span>ɾ<span style="font-family: Times New Roman;">/ are easier for English speakers to comprehend than words such as ‘low’ pronounced with /</span>ɾ<span style="font-family: Times New Roman;">/. This is exactly opposite to Korean speakers’ expec­tation. Koreans, instead of concentrating their pronunciation skills on /l/, which is more urgent, unfortunately focus solely upon /</span>ɹ<span style="font-family: Times New Roman;">/.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Fourth, English consonants in (22) are inherently rounded: these consonants are always pronounced with the rounding of lips.<sup>6</sup> Since these consonants are inherently rounded, most transcription practices do not bother to mark the rounding with a superscript such as /</span>ɹ<span style="font-family: Times New Roman;">w/.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">22) </span><span style="color: #000000;">Inherently rounded consonants: /</span></span><span style="color: #000000;">ɹ<span style="font-family: Times New Roman;">/ /</span>ʃ<span style="font-family: Times New Roman;">/ /3/ /t</span>ʃ<span style="font-family: Times New Roman;">/ /d3/<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Because of the absence of such a marking, speakers of a language where such conso­nants as (22) are unrounded are misled. It is common that Korean interpreters substi­tute these consonants with unrounded counterparts. For instance, even when Koreans approximated the pronunciation of /</span>ɹ<span style="font-family: Times New Roman;">/ and /</span>ʃ<span style="font-family: Times New Roman;">/ as in ‘rat’ and ‘sheep’ to a high degree of success, they still tend to pronounce these segments without the rounding of lips.<br />
</span></span><strong><em><span style="color: #000000;"><span style="font-family: Times New Roman;">3.3 Suprasegmentals<br />
</span></span></em></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">The stress (pitch/accent) system in modern Korean, if it exists at all, plays a small role at the lexical level. Most lexical items’ meanings are not distinguished by the presence or absence of a stress, for example. Such is contrary to the status of stress in English, as illustrated in (23) below.<br />
</span></span><span style="font-family: Times New Roman;"><em><span style="color: #000000;">23)   </span></em><span style="color: #000000;"><em>To build the road, we’ll need a new <strong>survey</strong>. </em><em>This is the site we need to <strong>survey</strong>.<br />
</em></span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The modern Korean does not employ length distinction of vowels for lexical distinc­tion either. Consequently, Koreans tend to treat the stress patterns and vowel length distinctions in English as something additional not as something crucial for the mean­ing of lexical items. In their production of English words, they do not pay attention to, or completely ignore, the stress patterns and vowel length distinction. This lack of attention often reduces the communicability of Koreans speaking English.<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">IV. Comparison in Phonotactics<br />
</span></span></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">As (24) indicates, there is a striking difference between Korean and English in the number of constants allowed in both onset and coda position of syllables.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">24) </span><span style="color: #000000;">Maximal syllable structure in Korean: CVC(C) Maximal syllable structure in English: CCCVCCC<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Whereas Korean allows a maximum of one consonant in the onset position, English permits up to three consonants. The same goes for the coda position consonants: Korean allows one consonant and in very rare instances, two (restricted to a few combinations) whereas English permits up to three consonants. This drastic differ­ence leads to several syllable structure preservation tactics that Koreans employ when they deal with English syllable structures which obviously remain outside the domain of a legitimate syllable structure represented in their minds. We will examine these ‘tactics’ in detail in section 5.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">In addition to the striking difference between the general syllable structures of the two languages, there are other constraints in Korean syllables on account of which Korean speakers have a hard time mastering English pronunciation.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">First, Korean does not allow fricatives in coda position. What is phonemically a fricative or an affricate in a coda position becomes a stop via a phonological process, to which we will turn in section 5. In contrast, English freely permits fricatives in coda position. As a result, the final fricatives and affricates in words such as (25) cause dif­ficulty for Koreans. These fricatives are either replaced by stops and/or followed with an inserted default vowel to make it non-final in a syllable.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">25) a.           Steve          [v]<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">b.                 </span><span style="color: #000000;">has            [z]<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">c.                 </span><span style="color: #000000;">half [f]<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">d.                 </span><span style="color: #000000;">garage [3]<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">e.                 </span><span style="color: #000000;">peace [s]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">f.                  hash [</span>ʃ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Secondly, English allows certain consonant + vowel combinations which Korean does not. The following is a set of commonly recognized combinations that are prob­lematic for Korean speakers.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">26) a.           [j] before [i]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘yeast,’ ‘year,’ ‘yield’<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">b.                                   </span><span style="color: #000000;">[w] before [v] ‘wood’<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">c.                                    </span><span style="color: #000000;">[w] before [ow] ‘woe’<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">When trying to pronounce such words as in (26), Koreans tend to completely drop [j] and [w] before these vowels. Thus, they end up failing to distinguish the contrasts such as ‘yeast’ vs. ‘east,’ and ‘year’ vs. ‘ear.’ In many cases, it is hard for Koreans to even grasp that these words should contrast. The lack of such knowledge is well reflected in the incorrect pronunciation of ‘the’ as [ði] in front of ‘year’ and ‘wool.’<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">V. Comparison of Phonological Processes<br />
</span></span></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">In addition to the differences in phonemic inventories discussed in section 3 and phonotactics discussed in section 4, we finally move on to the discussion of phono­logical processes in this section.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">In contrast to phonemic inventories and even phonotactics, phonological pro­cesses of a given language are unknown to its speakers at a conscious level. Consequently, the influence of phonological processes remains at the subconscious level. This implies that it is going to be harder to help speakers correct pronunciation errors related to phonological processes than other aforementioned reasons.<br />
</span></span><strong><em><span style="color: #000000;"><span style="font-family: Times New Roman;">5.1. Transfer<br />
</span></span></em></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">Errors are made for Koreans when certain phonological processes available in Korean but not in English are unknowingly transferred over to English. In this section, we identify seven common instances of such transfers.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">First, Korean has a regressive assimilation where stops become nasals of the same places of articulation in assimilation to the following sonorants.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">27) Regressive assimilation in Korean<br />
</span></span></div>
<table border="0" cellspacing="0" cellpadding="0">
<tbody>
<tr>
<td width="91"><span style="color: #000000;"><span style="font-family: Times New Roman;">/kapnita/<br />
</span></span></td>
<td width="118"><span style="color: #000000;"><span style="font-family: Times New Roman;">‘go’<br />
</span></span></td>
<td width="25" valign="bottom"><span style="color: #000000;"><span style="font-family: Times New Roman;">“<br />
</span></span></td>
<td width="246"><span style="color: #000000;"><span style="font-family: Times New Roman;">[kamnita]<br />
</span></span></td>
</tr>
<tr>
<td width="91"><span style="color: #000000;"><span style="font-family: Times New Roman;">/kathni/<br />
</span></span></td>
<td width="118"><span style="color: #000000;"><span style="font-family: Times New Roman;">‘(Are they) same?’<br />
</span></span></td>
<td width="25" valign="bottom"><span style="color: #000000;"><span style="font-family: Times New Roman;">“<br />
</span></span></td>
<td width="246"><span style="font-family: Times New Roman; color: #000000;"> </span></td>
</tr>
</tbody>
</table>
<p><span style="font-family: Times New Roman;"><span style="color: #000000;">28) </span><span style="color: #000000;">Transfer of Regressive assimilations<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">sit me                    /t/ -      [n]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">put me                  /t/ &#8211; [n]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">at least                 /t/ -      [n]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">at me                     /t/ &#8211; [n]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">at you                   /t/ &#8211; [n]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">worship you           /p/ &#8211; [m]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Second, consonants in coda position are never released in Korean. (29) illustrates this process.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">29) </span><span style="color: #000000;">/mok/ ‘neck’      &#8211; [kok]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">/pap/ ‘meal’                  &#8211; [pap']<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">/kot/ ‘immediately’  &#8211; [kot]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Unlike Korean, however, English consonants in coda position are usually released. As a result of the transfer of this process, we observe errors in (30) where the final [p] and [t] are systematically pronounced without releasing.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">30) </span><span style="color: #000000;">stop   [stap<sup>1</sup>]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">street [st</span>ɹ<span style="font-family: Times New Roman;">ixt]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Third, as discussed earlier, English allows more consonants in both onset and coda positions than Korean does. Thus, in an effort to preserve the syllable structure as that of Korean, Korean speakers utilize epenthesis processes to break up consonant clusters whereby they incorrectly insert the default vowel /</span>ɯ<span style="font-family: Times New Roman;">/ to maintain their native syllable structure intact. (31) below illustrates instances of epenthesis in the onset position to preserve the Korean syllable structure where no more than one consonant in the onset of a syllable is allowed. Note that as many as three consonants in English onset position are disrupted by the default vowel resulting in simple CV syllable structure.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">31) </span><span style="color: #000000;">Epenthesis in onset position<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">strike  [s</span>ɯ<span style="font-family: Times New Roman;">t</span>ɯɹ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;"><span style="text-decoration: underline;">stop</span>          [s</span>ɯ<span style="font-family: Times New Roman;">t]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">clean      [kh</span>ɯ<span style="font-family: Times New Roman;">l]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">speed      [s</span>ɯ<span style="font-family: Times New Roman;">p]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;"><span style="text-decoration: underline;">true</span>         [th</span>ɯɹ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">cream [kh</span>ɯɹ</span><span style="color: #000000;"><span style="font-family: Times New Roman;">]<br />
clean     [kh</span>ɯɹ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Recall that Korean usually allows no more than one in the coda of a syllable. (32) is an illustration of epenthesis whereby two coda consonants are disrupted by the default vowel<sup>7</sup>.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">32) </span><span style="color: #000000;">Epenthesis in coda position<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">gasp              [s</span>ɯ<span style="font-family: Times New Roman;">ph</span>ɯ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">elk           [l</span>ɯ<span style="font-family: Times New Roman;">kh</span>ɯ<span style="font-family: Times New Roman;">] or [lkh</span>ɯ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">past               [s</span>ɯ<span style="font-family: Times New Roman;">th</span>ɯ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Fourth, Korean has a palatalization process whereby the alveolar obstuents such as /s/, /t/ and /th/ turn to their allophones [</span>ʃ<span style="font-family: Times New Roman;">] [</span><span style="font-family: Times New Roman;">t</span>ʃ<span style="font-family: Times New Roman;">] and [</span><span style="font-family: Times New Roman;">t</span>ʃ<span style="font-family: Times New Roman;">h] respectively when they occur before the vowel /i/. (33) illustrates the process.<br />
</span></span><span style="color: #000000;">33) <span style="font-family: Times New Roman;">Korean palatalization: s, t, th </span><span style="font-family: Times New Roman;">- </span>ʃ<span style="font-family: Times New Roman;">, t</span>ʃ<span style="font-family: Times New Roman;">, t</span>ʃ<span style="font-family: Times New Roman;">h / _ </span><br />
</span><span style="color: #000000;"><span style="font-family: Times New Roman;">/sosik/ ‘news’         -        [so</span>ʃ<span style="font-family: Times New Roman;">ik]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">/kathi/ ‘together’ -          [ka t</span>ʃ<span style="font-family: Times New Roman;"> i]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">This palatalization process tends to be transferred over to English. Thus, Koreans, who do not have a problem with the sound [s] generally, often mistakenly pronounce English [s] as [S] when it precedes [I]. As a result, although they do not show any difficulty with words such as ‘sad,’ ‘sound,’ ‘sorry,’ ‘soon,’ they do show difficulty with words shown in (34) below.<br />
</span></span><span style="color: #000000;">34) <span style="font-family: Times New Roman;">/s/ in ‘sick,’ ‘simple,’ ‘sin’ often mistakenly pronounced with [</span>ʃ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Fifth, there is a phonological process that changes the flap /</span>ɾ<span style="font-family: Times New Roman;">/ into [l] when it occurs in coda position, as illustrated in (36) below.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">36)    </span><span style="color: #000000;">l/</span></span><span style="color: #000000;">ɾ<span style="font-family: Times New Roman;"> variation</span> ɾ<span style="font-family: Times New Roman;"> &#8211; l / in coda position.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">/kha</span>ɾ<span style="font-family: Times New Roman;">/            ‘knife’         -           [khal]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">/pa</span>ɾ<span style="font-family: Times New Roman;">mok/      ‘ankle’        -            [palmok]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">As we briefly discussed above, Korean does not have the liquids found in English, namely /</span>ɹ<span style="font-family: Times New Roman;">/ and /l/. The closest counterpart to these liquids is the flap /</span>ɾ<span style="font-family: Times New Roman;">/. Due to the fact that [l] is an allophone of /</span>ɾ<span style="font-family: Times New Roman;">/ in Korean, we can account for the tendency that Koreans associate Korean /</span>ɾ<span style="font-family: Times New Roman;">/ with English /l/. As a result of the process described in (36), one can predict that Koreans would not have difficulty with English /l/ as long as it is in coda position of a syllable. Unfortunately, however, English itself has a phonological process that changes its /l/ into what’s usually referred to as ‘dark l’ [I]. This means that Koreans would have difficulty with English /l/ no matter where it appears: either in onset or in coda position. /l/ in coda position is difficult for Koreans since they would pronounce it as simple [l], although English /l/ in that position turns to dark ‘l’ [I]. /l/ in onset position is difficult since Koreans tend to replace it with /</span>ɾ<span style="font-family: Times New Roman;">/ as shown below.<br />
</span></span><span style="color: #000000;">37)   <span style="font-family: Times New Roman;">‘like,’ ‘love,’ ‘look’ where the first consonant [l] is often pronounced with [</span>ɾ<span style="font-family: Times New Roman;">]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Sixth, Korean employs a voicing process where voiceless obstruents become voiced when occurring between voiced segments, most notably between vowels.<br />
</span></span><span style="color: #000000;">38)             <span style="font-family: Times New Roman;">Voicing in Korean</span> <span style="font-family: Times New Roman;">/papo/ ‘fool’      -                 [pabo]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Accordingly, as this process is transferred into English, errors such as (39) are com­monly observed.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">39)    </span><span style="color: #000000;">Voicing transferred<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘walk in’        /k/       -         [g]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘look in’                  /k/       -         [g]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘pick up’                 /k/       -         [g]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Seventh, all fricatives and affricates in Korean, /t/ /th/ /t&#8217;/ /s/ /s&#8217;/ /t</span>ʃ<span style="font-family: Times New Roman;">/ /t</span>ʃ<span style="font-family: Times New Roman;">h/ /t</span>ʃ<span style="font-family: Times New Roman;">/ are neutralized to [t] in coda position in Korean. Some examples are given in (40).40) Coda neutralization<br />
</span></span></p>
<table border="0" cellspacing="0" cellpadding="0">
<tbody>
<tr>
<td width="73"><span style="color: #000000;"><span style="font-family: Times New Roman;">pis<br />
</span></span></td>
<td width="56"><span style="color: #000000;"><span style="font-family: Times New Roman;">‘comb’<br />
</span></span></td>
<td width="27" valign="bottom"><span style="color: #000000;"><span style="font-family: Times New Roman;">“<br />
</span></span></td>
<td width="325"><span style="color: #000000;"><span style="font-family: Times New Roman;">[pit]<br />
</span></span></td>
</tr>
<tr>
<td width="73"><span style="color: #000000;"><span style="font-family: Times New Roman;">pit</span>ʃ<br />
</span></td>
<td width="56"><span style="color: #000000;"><span style="font-family: Times New Roman;">‘debt’<br />
</span></span></td>
<td width="27" valign="bottom"><span style="color: #000000;"><span style="font-family: Times New Roman;">“<br />
</span></span></td>
<td width="325"><span style="color: #000000;"><span style="font-family: Times New Roman;">[pit]<br />
</span></span></td>
</tr>
<tr>
<td width="73"><span style="color: #000000;"><span style="font-family: Times New Roman;">pit</span>ʃ<span style="font-family: Times New Roman;">h<br />
</span></span></td>
<td width="56"><span style="color: #000000;"><span style="font-family: Times New Roman;">‘light’<br />
</span></span></td>
<td width="27"><span style="color: #000000;"><span style="font-family: Times New Roman;">“<br />
</span></span></td>
<td width="325"><span style="color: #000000;"><span style="font-family: Times New Roman;">[pit]<br />
</span></span></td>
</tr>
</tbody>
</table>
<p><span style="font-family: Times New Roman; color: #000000; font-size: small;"> </span><span style="color: #000000;"><span style="font-family: Times New Roman;">As a result of the transfer of the coda neutralization, we observe that Koreans have much greater difficulty with fricatives and affricates of English in coda position than in onset position. As we discussed above (see (25)), Koreans tend to replace fricatives and affricates with stops and/or add a default vowel to make them onsets.<br />
</span></span><strong><em><span style="color: #000000;"><span style="font-family: Times New Roman;">5.2. Failure to Acquire Phonological Processes<br />
</span></span></em></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">In addition to the transfer of phonological processes from Korean to English, the fail­ure to acquire phonological processes in English also leads to pronunciation errors. In this final section, let us briefly identify two such phonological processes in English.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">One example of such phonological processes that are hard for Koreans to acquire is the process of aspiration. In English, there are no aspirated stops at phonemic level (see the chart in (16)). Voiceless stops /p, t, k/ become aspirated when they occur as the first segment of an onset (usually at a stressed position). See the contrast in (41).<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">41)  </span><span style="color: #000000;">Aspiration vs. non-aspiration<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘star’            [t]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘tar’             [t<sup>h</sup>]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Due to the failure to acquire this process, Koreans tend to aspirate voiceless stops in English everywhere even when they are not in the relevant environment. Thus, the usual mistakes are observed in words like ‘star’ and ‘stupid’ where the ‘t’ sound is incorrectly pronounced as [t<sup>h</sup>].<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Another example of phonological process in English that are not well acquired by Koreans is velarization of /l/. In English, /l/ becomes velarized (a dark ‘l’) in coda position. Observe the contrast in (42).<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">42)  </span><span style="color: #000000;">Velarization<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘lie’                   [l]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">‘tell’          [I]<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The failure to acquire the velarization process in English results in errors where speak­ers of Korean end up pronouncing words such as ‘tell’ and ‘sale’ with a plain [l] rather than a velarized [+].<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">VI. Implications for Pedagogy<br />
</span></span></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">Scholars and instructors of interpretation emphasize the importance of public speak­ing quality including pronunciation, accent, and intonation (Weber, 1984; Gile 1995). Based upon the reflection of the identified reasons of Korean students’ English pro­nunciation mistakes in sections 3, 4 and 5, along with scholars’ suggestions of teach­ing pronunciation (Trim, 1975; Doff, 1988; Celce-Murcia and Goodwin, 1991; Déjean Le Féal, 2003; Park, 2003), some helpful pedagogical tips are presented.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">First, instructors should help students identify their mistakes. Instructors should assess needs of the class, groups, and individuals through questionnaires and listening<br />
</span></span></p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">tests. Production samples which record text reading and conversations with a native speaker can also be a useful tool for identifying mistakes. It is important for instruc­tors to be more aware of their students’ pronunciation needs in order to give a range of techniques.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Secondly, instructors should help students understand why such idiosyncratic pronunciation mistakes are made. Presentation of the comparative analysis of phonol­ogy and phonetics between Korean and English can be particularly beneficial to students of interpretation since they are advanced students of English.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Thirdly, instructors should develop a syllabus integrating pronunciation objec­tives into the overall syllabus and choose commercially made textbooks or make their own materials that will suit the students’ needs.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Fourthly, instructors should help students drill in class through various tech­niques: 1) “listen and imitate/repeat” technique; 2) tongue-twisters such as “She sells sea shells by the seashore”; 3) minimal pair exercises such as lice-rice; 4) developmen­tal approximation drill such as /w/ “ /</span>ɹ<span style="font-family: Times New Roman;">/ in wed “ red; 5) drilling of vowel and stress shifts.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Fifthly, instructors should also give daily assignments to ensure sufficient practice including audiotaping given texts for self- and peer evaluation and teacher feedback. Regular visits to the language laboratory should also be encouraged.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Finally, instructors may assess students’ ongoing progress frequently for identify­ing further needs, and priorities and also at the end of a training period, give final assessment by grading individual improvement along with accuracy of pronuncia­tion.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">With Donovan’s (1998) argument in mind that there should be a clear distinction between language classroom and interpretation classroom in terms of correcting methodology, instructors and students of interpretation should collaborate in this effort. Then, there will be a remarkable improvement in students’ interpretation qual­ity including pronunciation.<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">VII. Conclusion<br />
</span></span></strong><span style="color: #000000;"><span style="font-family: Times New Roman;">The demands of the Korean interpretation market make it impossible for interpreters to avoid working into their B languages. As a matter of fact, many Korean interpreters of English confess that they are asked to interpret equally well into both Korean and English.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Interpretation training institutions in Korea make every effort to select qualified students and provide them with rigorous training in interpretation skills. It has been assumed that it is not the training institution’s responsibility to help their students improve unrefined pronunciation of English and instructors or curriculum coordina­tors do not have to pay much attention to students’ English pronunciation patterns and problems. Rather it is believed that perfecting students’ English pronunciation is their own duty before or during their training. However, the reality proves that Korean students of interpretation still need to improve their English pronunciation for better speech delivery and interpretation quality.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">As pointed out in this paper, there are patterns and problems in Korean students’ English pronunciation due to the different phonetic/phonological structures and processes between Korean and English. Therefore, having a proper knowledge of these<br />
</span></span></div>
<p> </p>
<div><span style="color: #000000;"><span style="font-family: Times New Roman;">contrastive analyses of phonetic/phonological structures and processes and having a daily practice following the given tips will assist advanced students of English such as interpretation trainees in acquiring better speech delivery and interpretation quality including English pronunciation.<br />
</span></span><strong><span style="color: #000000;"><span style="font-family: Times New Roman;">NOTES<br />
</span></span></strong><span style="font-family: Times New Roman;"><span style="color: #000000;">1.        </span><span style="color: #000000;">The linguistic concept ‘phonemic’ is distinguished from ‘phonetic’ in that phonetic representations are surface realizations of phonemes, the mental representations of sounds. Thus, the phonemic inventory of a language includes only the basic sounds stored in the speakers’ mind.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">2.        </span><span style="color: #000000;">Among the variety of English dialects, here we choose to analyze one spoken most widely in North America, more specifically a southern Ontario Dialect.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">3.        </span><span style="color: #000000;">Minimal pairs refer to two or more words that are identical except for one phoneme that occurs in the same position in each word, e.g., <em>pain, bane, main</em>.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">4.        </span><span style="color: #000000;">We note that many dictionaries of English do not bother to transcribe these mid tense vowels with the off-glides but simply as /e/ and /o/. One could take this transcription practice as representing phonemes which automatically get realized as [ej] and [ow] at the phonetic level. However, for second language learners of English whose first languages do not have the diphthongized mid vow­els, such a transcription practice possibly results in confusion if not sheer misunderstanding.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">5.        </span><span style="color: #000000;">In fact, some dictionaries published in Korea use [i:] for the high front tense unrounded vowel and [i] for high front lax unrounded vowel. This symbolization obviously misleads students to think that the only difference between these two vowels is in length. Similarly misleading is the use of [u:] and [u], the former referring to the high back tense rounded vowel.<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">6.        </span><span style="color: #000000;">Children acquiring English go through a stage where the roundedness of [</span></span><span style="color: #000000;">ɹ<span style="font-family: Times New Roman;">] is picked up before they master the sound. As a result, they pronounce ‘rabbit’ as [wbIt].<br />
</span></span><span style="font-family: Times New Roman;"><span style="color: #000000;">7.        </span><span style="color: #000000;">Note that the epenthesis shown in (32) does more than maintaining the maximal CVC structure in Korean. In fact, it makes CV structure by inserting another default vowel after the second consonant of the coda. This phenomenon suggests that the process of epenthesis is utilized not only to maintain the maximal syllable structure but perhaps the optimal syllable structure.<br />
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</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Burnaby, B. (1989): <em>Parameters for Projects under the Settlement Language Training Programme</em>, Toronto, Ontario.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Celce-Murcia, M. and J. Goodwin (1991): “Teaching Pronunciation,” In M. Celce-Murcia (ed.),<br />
</span></span><em><span style="font-family: Times New Roman; color: #000000;">Teaching English as a Second or Foreign Language</span></em><span style="color: #000000;"><span style="font-family: Times New Roman;">, Boston, Heinle and Heinle Publishers.<br />
Choi, J. (2004): “The Competitiveness of ‘Into-B’ Simultaneous Interpretation: A Correlation<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Based on Age,” <em>Forum</em> 2-2, p. 271-292.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Déjean Le Féal, K. (1999): “The European Masters in Conference Interpreting,” <em>Conference </em><em>Interpretation and Translation</em> 1, p. 39-45.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Déjean Le Féal, K. (2003): “Impact of the International Status of the Interpreting Student’s Mother Tongues on Training,” <em>Forum</em> 1-1, p. 63-76.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Doff, A. (1988): <em>Teach English: A training course for teachers</em>, Cambridge, Cambridge University Press.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Donovan, C. (1998): “Teaching Expression in Interpretation,” In F. Israel (ed.), <em>Quelle formation </em><em>pour le traducteur de l’An 2000? Actes du Colloque International tenu a l’ESIT</em> les 6, 7 et 8 juin 1996, Paris, Didier Erudition.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Gile, D. (1995): <em>Basic Concepts and Models for Conference Interpretation Training</em>, Amsterdam/ Philadelphia, John Benjamins.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Kondo, M. (2003): 3-Party 2-Language Model of Interpreting Revisited, <em>Forum</em> 1-1, p. 77-96. Kurz, I. (1994): “What Do Different User Groups Expect from a Conference Interpreter?,” <em>The </em><em>Jerome Quarterly</em> 9-2, p. 3-7.<br />
</span></span></div>
<p><span style="color: #000000;"><span style="font-family: Times New Roman;">Lado, R. (1957): <em>Linguistics Across Cultures: Applied Linguistics for Language Teachers</em>, Ann Arbor, Michigan, University of Michigan.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Li, D. (2002): “Translator Training: What Translation Students have to Say,” <em>Meta</em> 47-4, p. 513- 531.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Lim, H.O. (2003): “Interpreting into B: To B or not to B?,” <em>Forum</em> 1-2, p. 151-171.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Minns, P. (2002): “The Teaching of Interpreting into B – Some Conclusions Gathered from 25<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Years’ Training Experience,” <em>Conference Interpretation and Translation</em> 4-2, p. 29-40.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Ng, B. C. (1992): “End Users’ Subjective Reaction to the Performance of Student Interpreters,”<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">The Interpreters’ <em>Newsletter Special Issue</em> 1, p. 35-41.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">O’Grady, W. and J. Archibald (2004): <em>An Introduction: Contemporary Linguistic Analysis</em>, Toronto, Pearson Longman.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Park, H. K. (1999): “A Study on Developing an Interpretation Track for Undergraduate Students,” <em>Conference Interpretation and Translation</em> 1, p. 47-74.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Park, H. K. (2003): “The Korean Speech Training in Teaching Interpretation,” <em>Conference </em><em>Interpretation and Translation</em> 5-1, p. 125-144.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Park, H. K. (2004): “Applying Second Language Acquisition Theories to Teaching Interpretation to Undergraduate Students,” <em>Forum</em> 2-1, p. 105-123.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Seleskovitch, D. (1999): “The Teaching of Conference Interpretation in the Course of the Last 50 Years,” <em>Interpreting</em> 4-1, p. 55-66.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Seleskovitch, D. and M. Lederer (1989): <em>A Systematic Approach to Teaching Interpretation</em>, Luxembourg, Didier Erudition.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Shlesinger, M. (1994): “Intonation in the Production and Perception of Simultaneous Inter‑<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">pretation,” In S. Lambert and B. Moser-Mercer (eds.), <em>Bridging the Gap: Empirical Research<br />
</em></span></span><span style="color: #000000;"><span style="font-family: Times New Roman;"><em>in Simultaneous Interpretation</em>, Amsterdam and Philadelphia, John Benjamins, p. 225-236. Trim, J. (1975): <em>English Pronunciation Illustrated</em>, Cambridge University Press.<br />
</span></span><span style="color: #000000;"><span style="font-family: Times New Roman;">Wardhaugh, R. (1970): “The Contrastive Analysis Hypothesis,” <em>TESOL Quarterly</em> 4, p. 123-30. Weber, W. (1984): <em>Training Translators and Conference Interpreters. Language in Education: Theory </em><em>and Practice </em>58, New York, Prentice-Hall.<br />
</span></span></p>
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		<title>Korean medical interpreters</title>
		<link>http://koreaninterpreters.net/interpretation-news/korean-medical-interpreters.html</link>
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		<pubDate>Thu, 08 Jul 2010 23:58:44 +0000</pubDate>
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				<category><![CDATA[Interpretation News]]></category>
		<category><![CDATA[Korean medical interpreter news]]></category>

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		<description><![CDATA[Immigrants Gain Right to Medical Interpreters
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			<content:encoded><![CDATA[<p>Immigrants Gain Right to Medical Interpreters</p>
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<p>&#8211;>New America Media, News Report, Viji Sundaram, Posted: Jan 26, 2009<script type="text/javascript"></script>  <script src="http://newstrust.net/js/submit_story.js" type="text/javascript"></script></p>
<p><em>Editor&#8217;s Note: A new regulation requires commercial health and dental insurers to provide interpreters to patients who need them, lessening the likelihood of medical mistakes and treatment delays, reports NAM Health Editor Viji Sundaram.</em></p>
<p>SAN FRANCISCO &#8212; About two years ago, the staff of a Los Angeles hospital tied both hands of a 97-year-old South Korean immigrant to the bed frame after the man raised his voice in frustration when no one could understand what he was trying to say in his native language.</p>
<p>In another instance, Myung Hee Kim, a 71-year-old South Korean immigrant who spoke no English and was admitted to a hospital in Southern California for diabetes-related complications, was administered pain relievers to her right shoulder when she complained of pain in her left shoulder.</p>
<p>Such medical mistakes are now less likely to happen in California, thanks to a new regulation that requires commercial health and dental insurers to provide translators, if not in person, at least by telephone or video conferencing, said Anthony Wright, executive director of Health Access California, one of a number of non-profits that helped California Pan-Ethnic Health Network (CPEHN), push the legislation through.</p>
<p>&#8220;This can make a big difference in the quality of health care our communities receive,&#8221; said Marty Martinez, policy director at CPEHN, which sponsored the legislation.</p>
<p>The regulation, the first of its kind in the nation, ensures that &#8220;everybody who has insurance gets an interpreter,&#8221; said CPEHN&#8217;s Executive Director Ellen Wu. Doctors&#8217; orders &#8220;will now have to be translated into any language that is spoken.&#8221;</p>
<p>An estimated 7 million Californians with limited English proficiency, about half of them enrolled in Health Maintenance Organizations, are expected to benefit from the law.</p>
<p>A provision in the Civil Rights Act of 1964 requires all hospitals that receive federal funding to provide interpreters, a law that is often breached.</p>
<p>CPEHN sponsored SB 853, the Health Care Language Assistance Act, in 2003, with co-sponsorship from the Mexican American Legal Defense and Education Fund and the Western Center on Law and Poverty.</p>
<p>It was signed into law by former Gov. Gray Davis that same year. But for years after that, it faced a myriad of hurdles from health plan opponents and administrative turnovers resulting from the 2003 gubernatorial recall. The implementation finally began Jan. 1, 2009.</p>
<p>The need to have such a law became more pressing as California turned more diverse. More than 40 percent of Californians do not speak English at home, and an estimated 7 million have limited English proficiency, according to U.S. Census data.</p>
<p>For some populations, such as Vietnamese and Korean Americans, more than 60 percent don&#8217;t speak English well and as a result they, as well as other individuals with limited English skills, face language and cultural barriers when seeking health care.</p>
<p>Immigrant patients have to take an English-speaking family member with them when they go to hospital, which is not always possible. And when they do, the family interpreter often cannot understand medical jargon, resulting in miscommunication.</p>
<p>Some hospitals, such as Kaiser Permanente, have for years been hiring people with second-language skills.</p>
<p>Under the new regulation, HMOs and medical providers will have to provide interpreters either in person or via telephone or video conferencing.</p>
<p>And just what language the interpreters will have to know will depend on &#8220;how much the language penetrates that particular area,&#8221; said Wright. &#8220;In Fresno, for instance, HMOs and medical providers will have to provide interpreters who speak Hmong.&#8221;</p>
<p>Martinez noted that even though the Health Care Language Access Act is a California law, there could more than likely be a &#8220;spillover effect&#8221; to other states.</p>
<p>&#8220;Hopefully, this can serve as a model,&#8221; he said.</p>
<p>Below is a list of resources CPEHN has compiled for ethnic communities to better navigate the health care system:</p>
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		<title>Patent infringement for Korean to English translation</title>
		<link>http://koreaninterpreters.net/translation-news/patent-infringement-for-korean-to-english-translation.html</link>
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		<pubDate>Thu, 08 Jul 2010 19:05:38 +0000</pubDate>
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				<category><![CDATA[Translation News]]></category>
		<category><![CDATA[Korean machine translation software]]></category>

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		<description><![CDATA[Will machine translation ever substitute human translators?  That is not likely, since the ability to detect context and compose stylish sentences is given only to human.
In November, 2006 Supreme Court of Korea affirmed patent infringement by Microsoft of Korean patents for automatic Korean to English translation, used in the local version of Microsoft Office.


Hankuk Aviation [...]]]></description>
			<content:encoded><![CDATA[<p>Will machine translation ever substitute human translators?  That is not likely, since the ability to detect context and compose stylish sentences is given only to human.</p>
<p>In November, 2006 Supreme Court of Korea affirmed patent infringement by Microsoft of Korean patents for automatic Korean to English translation, used in the local version of Microsoft Office.</p>
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<p>Hankuk Aviation University Professor Lee Keung-hae received patents covering automatic language translation from filings dating to 1997. A Korean company, P&amp;IB, purchased the patent rights in 1998.</p>
<p>In 2000, P&amp;IB filed an infringement suit against Microsoft Korea. Microsoft replied with invalidity assertion.</p>
<p>The 70 billion won ($75 million) damage award was what P&amp;IB had sought.</p>
<p>Microsoft vows to fight on. Microsoft lawyer Chung Jae-hoon defiantly tooted: &#8220;We recently found critical evidence that will disprove the effects of the language-switch technology patents and we will file another lawsuit to ask for nullification of the patents.&#8221;</p>
<p>Microsoft faces continuing damages if it does not cease infringement, and, worst case, may have to stop selling Office in Korea if it does not come to terms with P&amp;IB.</p>
<p>In May, Microsoft lost an antitrust suit in Korea, and was forced to sell a stripped-down version of Windows that did not include instant messaging and a media player. Microsoft has a similar situation in Europe, which ruled in March 2004 that Windows not include a media player. Microsoft has been fined $357 million for its refusal to comply, and faces fines of up to $3 million per day if it continues ignoring the order.</p>
<p>By the way, the quality of machine translation is so poor in Korean-English, it will be nice to develop it further to achieve at least 80% accuracy.  I have used machine translation before and it is totally useless. If there is any software engineer who can work with me, I think I can develop a software that can achieve that much accuracy, from my 28 years of translating experience.</p>
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