EXAMINING THE DIFFERENTIAL EFFECTS OF COMPREHENSIBLE AND INCOMPREHENSIBLE INPUT ON SECOND LANGUAGE ACQUISITION: A PILOT CROSSOVER STUDY

Abstract

 This pilot study will investigate the various impressions of comprehensible and incomprehensible input on second language acquisition. A crossover design was used with two intermediate level learners being exposed to the two types of inputs randomly, to complete comprehension, listening and reading activities. Quantitative outcomes showed that there was a steady decline in performance at the incomprehensible input stage, and mean values of comprehension, listening and reading scores were lower. Qualitative commentaries mentioned that incomprehensible input was accompanied by more cognitive load and effortful processing whereas comprehensible input was seen as more efficient and pleasant to learn. These results confirm the Comprehensible Input Hypothesis proposed by Krashen who stated that the best way of learning a language is to have the input a little higher than the level of the learners but not too high as to be misunderstood. The paper also highlights the importance of a cognitive engagement in dealing with difficult input as the initial proof of the possible advantages of the properly designed incomprehensible text. Although the sample size and controlled environment are limited, the research gives some implications to the educators and curriculum developers on maximizing the quality of inputs to improve language learning results. Further studies with larger sample sizes, multi language modalities and longitudinal designs are ideal to explore the subtle impact of input comprehensibility.