Learning second lge
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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.
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Learning second lge
- 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 .