Leila Erfaniyan Qonsuli - Assistant Professor, Kashmar Higher Education Institute
Mostafa Bahraman - Assistant Professor, Kashmar Higher Education Institute

The study of the role of input in SLA has a long history, beginning from the early twentieth century. From then on input has been assigned an important role in SLA research by researchers in various views of language. Input, as one of the language learning requirements, may provide learners with various types of evidence. In this research, these evidence are discussed. Considering the significance of the Input Hypothesis, the article tries to take a more holistic view on input. After studying literature, it is concluded that there are three types of evidence available to learners in the process of language learning (both L1 and L2): positive evidence, negative evidence, and indirect negative evidence which are all important in teaching and learning languages

Input, Teaching, Learning, Second Language