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Gabrielatos, C. (1999). Inference: Procedures and implications for TEFL. Part 2: Examples and teaching implications. TESOL Greece Newsletter 64, 10-15.
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Introduction In part 1 (issue 63) I discussed the clues given by speakers/ writers, and the clues and thinking processes used by listeners/ readers in order to infer successfully. In this part I will present and comment on examples of how those clues can be exploited for effective communication to take place. Then, I will discuss 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 This paper is based on my conference paper entitled ‘Inference: How it works’, given at the 16^th International Publishers’ Exhibition, Athens, 9 May 1999, as well as RSA/Cambridge Diploma sessions on Discourse Analysis and TEFL I taught at PROFILE (1994-1999).
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.
Articles on the same topic
Nunn, R. (2006). The Pragmatics of cooperation and relevance for teaching and learning. The Linguistics Journal 1(1), 5-16.
Thanasoulas, D. (2005). Fictitious discourse in language teaching. Applied Semiotics 15, 24-30.
If you know of any related publications or discussions freely available online, please contact me.