Abstract
Second language researchers and trainers have met with some success in teaching language learners the skill of inferring meaning from context while reading, using a variety of teaching methods. This paper describes a study that attempts to compare the effectiveness of three teaching methods, on ESL learners’ ability to infer from context and reading comprehension. The study investigated the effectiveness of (1) a general strategy, (2) recognition and interpretation of specific context clues, and (3) practice with feedback. Some limited effects for teaching method after six hours of instruction were found, but replication of the study is urged, with a greater number of participants, over a longer time period, and with the training incorporated into regular language teaching lessons.
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