From the earliest stages of language processing, people use prosodic information in word recognition and to predict and construct the syntactic structure of an utterance in their native language (L1) (e.g., Eckstein & Friederici, 2006; Friederich et al., 2004; Isel et al., 2005; Pauker et al., 2011; Steinhauer, 2003; see also Cutler et al., 1997; Wagner & Watson, 2010, for two reviews). Recently, researchers have begun to explore how prosodic and syntactic information interact in language processing among second language (L2) speakers (e.g., Dekydtspotter et al.,2008; Fernandez 2005, 2010; Fultz, 2007; Schmidt-Kassow et al., 2011). In this talk I will present findings from several recent studies in my lab that contribute to this line of research. In the first study we used a sentence-level gating task to demonstrate that English L2 learners of German recognize the importance of prosodic phrasing to predict sentence length in the L2, although their ability to do so is influenced by L2 proficiency and language environment (immersed vs. non-immersed context). In a second study we show that more proficient English L2 learners of German and German L2 learners of English use prosodic cues (pitch and duration) to disambiguate temporarily ambiguous sentences in an oral production task in both of their languages, but that neither group of L2 learners fully transfers these acoustic cues to disambiguation from their L1 to their L2. In a third study we investigate how cross-linguistic differences in lexical stress modulate cognate effects in L2 word naming among English L2 learners of German.