Abstract
The purpose of the current study is to investigate acoustic manifestations of English stress uttered by Korean English learners and to discuss instructional methods to help to correct prosodic errors if any. This study employed a “listen-and-repeat” strategy using loanwords and their reiterant counterparts as well to test effectiveness of practice. The overall results exhibited positive effects of practice on using acoustic cues including duration, F0 and intensity of vowels. In addition, reiterant speech more explicitly showed the effectiveness of practice, and it can be said that Korean English learners benefitted from reiterant speech in that it exhibits acoustic correlates more clearly and thus helps L2 learners recognize the prosodic features and employ them.
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