Comparing the nativeness vs. intelligibility approach in prosody instruction for developing speaking skills by interpreter trainees: An experimental study

The present study investigates the relative contribution of Nativeness vs. Intelligibility approach in prosody instruction for developing English speaking skills by Iranian interpreter trainees. Three groups student interpreters were formed. Participants assigned to at random. skill pretest scores revealed that three homogeneous before starting training program. Control group listened authentic audio tracks English, and discussed their contents, watched movies, did exercises improve without receiving training. instead spent part time on theoretical explanation of, practical in, with overall aim train students acquire native-like skills. emphasizing requirement produce intelligible speech. total was same all groups, i.e., 18 h. Students then took a posttest results show both experimental performed better than control group. Moreover, outperformed