Abstract:
An investigative study of how simplified / authentic literary texts affect the acquisition of
a second language (or, target language, in this context) in Sri Lankan university
undergraduates who are at a low level of proficiency in that language, was carried out in
the research in connection with this thesis.
The study focuses on whether it is simplified or original literary texts which help better in
enhancing the acquisition of a second language. It also focuses on whether (if either type
of the above - simplified or original - texts help better acquisition) a developmental
sequence could be detected in the acquisition of certain grammatical categories of the L2.
The study raises the question that authentic literary texts which suit the learners' level of
knowledge of target language vocabulary, structures, etc., that is, texts which are not too
much above the learners' level of competence, could be used in the classroom, instead of
distorting a literary text by simplifying it in order to make it suitable for the learners' level
of knowledge. It also suggests that short stories, particularly those based on a background
which the learners are familiar with, and discussing issues which they can identify or
empathize with could be better material as complete literary texts in the language
classroom. The possibility of using post-colonial short stories was suggested in this
context.
Learners' proficiency was tested before and after the teaching of literary texts, simplified
versions to one group and authentic ones to the other, by means of both quantitative
