Foreign accent and training in its reduction were studied. Many teachers and learners of a second language assume that fluency in speaking is the most important of the aspects of the delivery. However, pronunciation is another key aspect of delivery. For example, Koreans often do not produce English words with a final palatal and with a palatal+i distinctively (e.g., fish and fishy), which causes confusion and delays understanding. As an alternative to traditional articulatory training, the author examined whether intensive perception training alone would improve both perception and production. In this study, perception and production tests were given to 15 Koreans (Experimental group, KE) and 12 Koreans (Control group, KC) before the start of perception training. After the test, three weeks of perception training was given to KE only. Later, KE and KC took both a perception and production posttest 1 (one day after the training) and posttest 2 (three months after the training). Results showed that KE improved their perception of words with a final palatal after the training, and sustained the ability three months later. In addition, KE even showed no difference in perception from native speakers of English right after the training. In the production of final palatal words, however, KE did not show significant improvement after the training. The study indicates pronunciation activities in the classroom that are especially designed to help learners reduce deviant pronunciation raise learners' awareness of pronunciation errors. (Contains 2 tables.)