한국언어과학회

The present study sought to investigate the relative effects of three types of written input (i.e., genuine, simplified, and elaborated) on reading comprehension and target grammar learning of Korean college learners. The mediating effects of the learners’ reading proficiency were also examined. Four genuine articles were selected for simplification and elaboration, and 94 Korean college students were asked to read one of the three versions each over four sessions. The results showed that input modification had positive effects on the learners’ reading comprehension. In particular, the learners at the lower level of reading proficiency benefited from the simplified input, while those at the higher level benefited from the elaborated input. In addition, the simplified input was found to have positive effects on target grammar learning, regardless of the learners’ reading proficiency. Pedagogical implications and directions for future studies will be provided.