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...... Cognitive overload occurs from requiring that learners produce what is not yet assimilated in long-term memory explaining why it is that when students initially begin language learning difficulty is experienced in listening for accurate meaning and learning to produce correct sounds at the same time. (Vandergrift, 1999) Short-term memory is not capable of keeping all of this information and the concentration applied to speaking does not leave very much room for listening and even less for comprehension of what is being heard. Vandergrift states that the efficiency advantage is closely related to the cognitive advantage and states that language learning can be more efficient if learners are not immediately required to produce all the language material to which they are exposed. (1999)
The usefulness of the receptive skills or what is termed the utility advantage is related by Vandergrift who states that research has demonstrated that adults spend approximately one-half of their time in communication listening, twenty-five to thirty percent speaking, only eleven to sixteen percent reading and only nine percent in writing. Vandergrift states that it only follows that language learners will make greater use of comprehension skills. (1999) The final advantage stated by Vandergrift related to the

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