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Gabrielatos, C. (1999). Inference: Procedures and implications for TEFL. Part 1: Background. TESOL Greece Newsletter 63, 15-20.
Gabrielatos, C. (1999). Inference: Procedures and implications for TEFL. Part 2: Examples and teaching implications. TESOL Greece Newsletter 64, 10-15.
Gabrielatos, C. (2002). Inference: Procedures and implications for ELT. In R.P. Millrood (Ed.) Research Methodology: Discourse in teaching a foreign language (pp. 30-52). Tambov, Russia: Tambov State University Press.
Introduction Inferencing is essential for effective communication for two reasons. Firstly, the conventional meaning of lexis is not always a clear indicator of the intended message of speakers/ writers (e.g. Grice, 1975). Secondly, “discourse rarely provides us with a fully explicit description of a situation” (Eysenck, 1990: 224); therefore, we usually have to fill in the missing information (see also Clark & Clark, 1977: 96-98). It seems wise then for foreign language teachers and materials writers to take account of the clues and procedures involved in language interpretation. But how is inferencing achieved? That is, how do we understand more than (or even something different from) what the actual words seem to denote? What knowledge and clues do we use? What processes take place in our minds? As far as ELT is concerned, what are the implications for decision-making, materials-writing and classroom practice? In other words, what is it that teachers and materials writers need to know about inferencing, and how can they translate this knowledge into teaching materials and procedures? In Part 1 I discuss the clues provided by speakers/writers, as well as the clues and thinking processes used by listeners/readers in order for successful inferencing to take place. This outline will draw on Pragmatics, Discourse Analysis and Psycholinguistics. I will also provide examples of (in)effective communication, and will discuss the use of specific clues and procedures. In Part 2, I briefly discuss the implications for the learning/ teaching of English as a foreign language.
Key words Inference, implicature, English language teaching, language teaching methodology, EFL, ESL, ELT, TESOL.
Relevant details The 1999 paper (published in two parts) was born as an essay during my MPhil in English & Applied Linguistics, Cambridge University, UK, in 1994. It was adapted and expanded into lecture notes for the ‘Discourse Analysis & TEFL’ component of the RSA/Cambridge Diploma course, (PROFILE, Athens, Greece, 1994-1999), as well as my talks ‘Grammar Teaching: A discourse perspective’ (15^th International Publishers’ Exhibition, Athens, May 1998), ‘Receptive Skills: Discourse & psycholinguistic perspectives’ (20^th TESOL Greece Annual Convention, March 1999), ‘Inference: How it works’ (16^th International Publishers’ Exhibition, Athens, May 1999) and ‘Grammar Teaching: A new perspective’ (IATEFL Greece Event: Ways Ahead in ELT, Athens, November 1999). The 2002 paper is a unified and revised version9. The revisions are largely based on my lecture notes for the component ‘Pragmatics & Discourse Analysis for ELT’ of the MA English Literature & Language, University of Indianapolis Athens (September-December 2000).
Related articles by the same author
Gabrielatos, C. (1992). Teaching communication and interaction strategies: An action research project with Greek teenagers at intermediate level. Project submitted in partial fulfillment of the RSA/Cambridge Diploma for Overseas Teachers of English.
Gabrielatos, C. (1993). Learning how to fish: Fostering fluency and independence. TESOL Greece Newsletter 38, 23-26.
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