To Simplify or Not to Simplify

Abstract

This study investigates the effects of simplification, type of linguistic item, and second language experience on learners' intake of linguistic items contained in written input. Learners at two levels of language experience were exposed to one of the following four conditions: a simplified or unsimplified reading passage with the present perfect tense form or a simplified or unsimplified reading passage with the present subjunctive form. To measure learners' intake, a repeated-measures analysis of variance was performed on the raw scores obtained on a task consisting of a pre- and posttest. The tests were a multiple-choice recognition assessment task. Significant main effects were found for type of passage and language experience, and there was a significant interaction between type of passage and task. Results suggest that simplification does not have a facilitating effect on learners' intake and that learners at different levels demonstrate a different pattern of performance while internalizing written input. Implications for pedagogical written materials and future research are also discussed.