Prosody in Korean Sentence Processing and Language Teaching <br> <br>
Heesun Kim, Stanford University <br> <br>

It has been known that prosodic structure can carry critical
    information
    on the meaning and structures of auditory sentences. Most second
    language
    teachers now agree that explicit prosody/intonation teaching
    should be an
    essential part of language courses because if learners do not
    know how the
    target language pronunciation/intonation works, they may make
    mistakes not
    only in their speaking but also in their listening. In this
    study, I have
    investigated whether and how prosody is employed to represent the
    meaning
    and syntactic structure of Korean sentences by native speakers,
    conducting
    both production and comprehension experiments. Then, a production
    experiment of non-native speakers (Korean language learners) was
    performed
    to see what area of intonation learners have to work on, to
    achieve
    native-like proficiency. Finally, a computer-assisted automated
    intonation teaching method will be demonstrated in this talk.