Strategies for applying situational teaching to transfer-and-create activities in high school English reading classrooms

Abstract

The article examines strategies for applying situational teaching to transfer-and-create activities in high school English reading classrooms. The relevance of the study is determined by the need to move reading instruction beyond literal comprehension, vocabulary explanation and mechanical answer checking toward meaningful use of textual information in new communicative, cultural and problem-based contexts. The purpose of the article is to systematize teaching strategies that help students understand a reading text, interpret its meanings, transfer its ideas to new situations and create their own reading-based products. The methodological basis of the study includes analysis of curriculum requirements, works on situated cognition, reading comprehension, transfer of learning, scaffolding and task-based language teaching. The article defines the role of situational teaching in organizing pre-reading, while-reading and post-reading activities and proposes criteria for evaluating transfer-and-create outcomes. The research procedure included the clarification of key concepts, the comparison of theoretical and methodological sources, the construction of a classroom strategy model and the formulation of evaluation criteria. The proposed model connects four groups of strategies: creating a meaningful pre-reading situation, guiding comprehension through situated tasks, moving from comprehension to transfer and designing creative output supported by clear assessment criteria. The practical value of the research lies in the possibility of using the proposed strategies when designing high school English reading lessons aimed at language development, thinking skills, cultural awareness and learner autonomy.