The additive use of prosody and morphosyntax in L2 German

Abstract This study investigates whether the use of prosodic cues during instruction facilitates processing German accusative case markers. Two groups third semester L1 English learners L2 completed Processing Instruction (PI) with aural input: Learners in PI+P group heard sentences that included focused cues; PI monotone prosody. The effects training were assessed through an offline comprehension task, a written production and online self-paced reading (SPR) task. results for tasks showed similar respect to their production. SPR task both used markers interpret word order some extent; however, only did so all conditions. These suggest prosody does play role (morpho)syntactic processing, covert activation structures can facilitate tasks.