This document outlines a 3-stage cognitive approach for language learning: 1) Comprehensible Input, where students are exposed to accessible materials with supports and teacher feedback; 2) Interaction, where students receive scaffolding to process information through advance organizers and having control of presentation mode; 3) Comprehensible Output, where students are actively engaged in learning through self-correction, using vocabulary, and shared experiences like virtual field trips.

1. FARAH DIYANA BINTI
AHMAD JEFIRUDDIN

2. COGNITIVE APPROACH
STAGE
1
•COMPREHENSIBLE INPUT
STAGE
2
•INTERACTION
STAGE
3
•COMPREHENSIBLE OUTPUT

3. COMPREHENSIBLE INPUT
 Students need accessible materials.
 The supports embedded in a multimedia
instructional approach should guide what
students notice in a word, sentence, passage,
or image.
 Immediate and focused teacher feedback.
 Multimedia glossary for problematic
vocabulary (Harcourt school math glossary )

4. INTERACTION
 Students need scaffolding to process
information.
 ensure that new information be linked to previous
learning.
 Teachers can scaffold student comprehension of
content-area facts, concepts, and generalizations
and the links between them.
 Advance organizers and graphic organizers.
 Students have control over the mode of
presentation.

5. COMPREHENSIVE OUTPUT
 Students need to be engaged in active learning.
 Effective means to support students during this stage
include support for self-correction.
 Actively using second language vocabulary
 Teachers need to be aware of the potential
discontinuities between learning at home and
learning at school.
 Teachers can create shared experiences for the
entire class through virtual field trips .