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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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Click the icon for ‘Part 1: Background’:

 

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A unified and slightly revised version has been published as:

 

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.

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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 16th 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.

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Gabrielatos, C. (1993). Learning how to fish: Fostering fluency and independence. TESOL Greece Newsletter 38, 23-26.

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