Abstract
This study replicates, in the aural mode, Leow's (1993) study on the effects of simplification, type of linguistic item, and second/foreign language experience on learners' intake of linguistic items contained in written input. Aural simplified/unsimplified input with either the present perfect or present subjunctive form was made available to learners at two levels of language experience. Statistical analyses performed on the raw scores of a pre- and posttest multiple-choice recognition assessment task revealed significant main effects for type of linguistic item, language experience, and task and a significant interaction between language experience and task. While results corroborate those found in the written mode for the effects of simplification and language experience on adult learners' intake, the same did not hold true for type of linguistic item, underscoring the need for research to consider seriously the role of modality while addressing cognitive processes in SLA.
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