Simplification and Second Language Acquisition

The role and effects of simplification in second foreign language (L2) acquisition have been a contentious issue dating back to the early 1930s (e.g., Redman, 1932). The importance of modifications made to L2 input has been underscored in second language acquisition (SLA) for its effects on facilitating L2 learners’ comprehension (e.g., Hatch, 1983; Kelch, 1985). In addition, it has been argued that, because simplified or modified input facilitates comprehension, it indirectly has an effect on acquisiton by providing learners’ developing linguistic sysems with more grammatical information (e.g., Krashen, 1985; Long, 1983, 1985). This article provides a critical review of current empirical L2 studies that have attempted to address the effects of simplification on L2 learners’ comprehension and intake in the written and aural modes. It is argued that the issue of the role and effects of simplification on learners’ comprehension and intake remains contentious and two clearly defined research areas are provided.