In Belgium, most Francophones learn Dutch as a second or foreign language (L2). Prosody and, notably, stress, are an integral part of the competencies to be acquired by the learner. While stress is lexical, lexically distinctive and variable in placement in Dutch, it is post-lexical, non-contrastive and fixed in final position in French. As a result, it is interesting to analyse how a Francophone learner of Dutch produces, perceives and mentally processes an L2 feature that is absent from his or her L1. Four experiments were conducted with Francophone learners and native speakers of Dutch: a reading task, a “word naming” task, an AXB perception experiment and a stress identification task. The aim was to undertake a comprehensive study of L2 prosody production and perception phenomena, which addresses issues such as prosodic transfer in stress production/perception, L1 and L2 sensitivity to errors in stress, and deafness to stress. ; (LALE - Langues et lettres) -- UCL, 2016