Cantonese Speakers' Memory for English Sentences with Prosodic Cues

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Changing Contexts and Shifting Paradigms in Pronunciation Teaching (2005, background): “Pennington and Ellis (2000), for example, found that although some 370 TESOL QUARTERLY elements of intonation, such as nuclear stress, appear to be learnable, other elements, such as pitch movement marking boundaries and the intonation of sentence tags, are not.”
Prosodic cues to semantic structure in native and nonnative listening (2003, background): “Pennington and Ellis (2000) tested Cantonese-native users of English as a second language for recognition memory of two prosodic versions of sentences, some of which involved a focus contrast across the two versions.”
LEARNING SECOND LANGUAGE SUPRASEGMENTALS: Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech (2006, background): “…accent in a nativelike manner might be attributed to several causes+ First, learners are not always implicitly or explicitly aware of the uses of pitch ~Pennington & Ellis, 2000! and frequently do not distinguish them in perception and production ~Grover et al+, 1987!+ Second, NSs often display…”