Language learning strategies: Instructional model for reading comprehension in the context of Lesson Study interdisciplinary strategy transfer

Abstract

The paper explores methodology of teaching language learning strategies to develop a teaching structure and a model for reading comprehension to address the issue of Kazakhstani learners’ reading skills in interdisciplinary context. Theoretical research methods, including analysis and synthesis, comparative analysis, structural analysis and modeling were used to develop: 1) instructional structure of think aloud modeling on summarizing strategy, 2) taxonomy of cognitive, metacognitive, social and affective reading strategies in connection with think aloud questions and self-instruction statements, 3) contextualized Lesson Study research design, 4) relationship of differentiated and critical thinking methods with language learning strategies instructions, 5) hierarchical structure of three instructional models in relationship with one another. As a result, the instructional framework and model for teaching reading comprehension in the context of subject based Lesson Study interdisciplinary strategies transfer, the principles of teaching language learning strategies were developed. The model consists of five stages: pre-diagnostic, pre-teaching strategies, intervention stage focused on multi-cyclical Lesson Study process, post-diagnostic and knowledge construction stages. The framework serves as a roadmap for teachers to realize instructional teaching focused on reading strategies in the context of cross-curricular strategies transfer. The model is crucial to explore theoretical, methodological and methodical components of language learning strategies.