Language input can be grouped into two types: positive evidence and negative evidence.  Positive evidence contains correct target language (TL) sentences and is preemptive in nature.  Negative evidence on the other hand provides unacceptable data to the students and is reactive in nature. Empirical studies in L2 acquisition show that positive evidence alone is not sufficient to facilitate students learning. Compared with positive evidence negative evidence plays a bigger role in the L2 process (Iwashita 2003). This study investigates whether negative evidence makes an impact on the learning outcomes of students in a mixed class. The question this study aims to address is: Do negative evidence increases learners’ input sensitivity more than positive evidence? Comparing the results of using these two input types with both heritage and non-heritage students the study shows that negative evidence increases students’ input sensitivity and leads to a better performance in their written assessments for both student groups.

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