“…All types of linguistic data from a target language that learners are exposed to and from which they learn are called input. Language input is apparently a necessary condition for both first and second/ foreign language learning, so considerable attention has been paid to the role of input in second/foreign language learning (e.g., Carroll, 1999;Chaudron, 1983;Ellis, 1981Ellis, , 1995Gaies, 1979;Hatch, 1983;Krashen, 1980;Larsen-Freeman, 1983Leow, 1993;Long, 1981;Pica, 1991;Salaberry, 1996;Saleemi, 1989;Smith, 1993;Snow, 1993;Van Patten, 1990;Wagner-Gough, 1975). Specifically, much second/foreign language research has focused on input comprehension, motivated by the hypothesis that the learner must comprehend the input if it is to assist the acquisition process (Krashen, 1985(Krashen, , 1991(Krashen, , 1993(Krashen, , 1997Long, 1983Long, , 1985Loschky, 1994;Olaofe, 1995;Prabhu, 1997;Sole, 1994).…”