L’inférence

Faire une inférence, c’est : déduire ce qui n’est pas écrit clairement dans le texte en combinant des indices, des informations écrites et ses propres connaissances sur le sujet; établir des liens de cause à effet qui ne sont pas explicites dans le texte. C’est également déduire le sens d’un élément à priori inconnu en s’appuyant sur un ensemble d’indices.

Les bons lecteurs n’ont pas besoin que tout leur soit explicité dans le texte pour le comprendre. Ils sont en mesure de faire des liens en se servant des indices du texte, des connecteurs, des référents et de leurs connaissances antérieures sur le sujet.

Bianco et Coda (2002) classent les différents types d’inférences en deux catégories:

Narrator

At last he turned onto Driftwood Lane. It seemed uncommonly dark to him. It was his

place -the lights were off! A shock of fear tensed his body.

Ignoring the slippery road, he floored the accelerator and the car shot forward,

careened down the block. He turned into his driveway and jammed to a halt behind

Sharon's car. Racing up the stairs, he thrust his key in the lock and pushed the front door open. "Sharon ... Neil," he

called.

"Sharon ...Neil..."

Chilling silence offset the warmth of the hall, made his hands clammy. "Sharon ... Neil," he called again.

He looked into the living room. Papers were scattered on the floor. Neil must have been doing cutouts; there were

scissors and scraps on one open page. An untouched cup of cocoa and a glass of sherry were on the small end table

near the fireplace.

Hurrying over, Steve felt the cup. The cocoa was cold. He rushed into the kitchen, noticed the saucepan in the sink,

then ran down the hall to the den. The sense of danger was stifling. The den was empty too. A fire was flickering in

the hearth.

Not knowing what he was looking for, Steve raced from the den to the hall and noticed Sharon's handbag. He

opened the door of the closet. Her coat was there! What would make her rush out without it? Neil! Neil must have

had one of those violent attacks, the kind that come on so suddenly, that almost suffocated him.

Steve raced to the phone on the kitchen wall. The emergency numbers - hospital, police, fire, their own doctor-

were clearly listed. He called the doctor's office first. The nurse was still there. "No, Mr. Peterson, we didn’t get a call

about Neil. Is there anything..."

> Sur quels éléments peut-on s’appuyer pour amener des élèves à inférer le sens d’un mot inconnu?

Un/forgett/able > Inoubliable > adjectif

Un/believ/able > incroyable > Adjectif

Dis/respect/ful/ly > irrespectueusement > adverbe

Un/tidi/ness > le désordre > nom

Free/dom > la liberté > nom

Grace/ful/ly > gracieusement, avec grâce > adverbe

Un / friend /ly > inamical > adjectif

Child / hood > enfance > nom

Garden/er > jardinier > nom

Paint/er > peintre > nom

Success/ful > à succès > adjectif

-ful

Un- /dis-

-dom/-ness

-hood

-ly

-er

Quel suffixe transforme un verbe en adjectif? -able

Dormir / endormir / dormant / dortoir

To predict / prédiction / prévisible

Pédestre / podologue / pied / piéton

To consume / consumer / consommation

Qualifiant Qualifié Qualifié

(traduction)

Qualifiant

(traduction)

Traduction

du mot

complet

EX: Keyhole Key hole trou clé Trou de

serrure

Armchair

Handbag

Wildlife

Playground

Backbone

Railway

Homework

Birthplace

Arm chair chaise bras fauteuilHand bag sac main sac à main

Wild life vie sauvage vie sauvage

play ground terrain jeu terrain de jeux

Back bone os dos colonne vertébrale

Rail way chemin rail chemin de fer

Home work travail maison devoirs maison

Birth place endroit naissance lieu de naissance

>>> Quel est le mot le plus important, que l'on traduit

généralement en premier en français?

>>> Quel est celui qui qualifie l'autre?

>>>Déduisez: Comment diras-t-on

-un cheval de course (race) ………………………….

- une course de chevaux? ………………………..

Le mot le plus important que l’on traduit généralement en premier en français est le qualifié ( le 2ème mot en anglais)

Le qualifiant qualifie le qualifié

A racehorse

A horserace

L’ordre des mots est donc _____________ par rapport au français

inversé

.Lisez le texte suivant et déterminez la nature des mot

soulignés.

Last Sunday, we romed (1) to the taston (2). We costed (3) very

early in the nunsti (4). First, we ligged (5) very glotly (6)along

the M4. Then, we ditched (7) for a cup of tea. We raried (8) at

the tuxco (9)at 12. We carrily (10) enjoyed ourselves. It was a

garrigular (11) day!

1>>>............ // 2>>>............ // 3>>>.............// 4>>>............//

5>>>...........// 6>>>............// 7>>>.............// 8>>> ............. //

9>>>............. // 10>>>..............// 11>>>..............

.Lisez ce paragraphe. Identifiez la nature des mots

qui manquent, puis trouvez un mot en anglais qui

peut convenir.

Everything is big, large and …………………. in

American restaurants. That’s why so many American

are ……………….. . A recent ……………….. shows

that 70% of them would like to ……………... a few

kilos. They also know that they should

…………………... less and ……………………….

more. It sounds easy! Why is that so few people can do

it?

gigantic

overweight polllose

eat exercise

se frotta

féroce

trembler

s’éleva

fourra

calmement

envieux

refusa / déclina

confiance

chiffre

censé, raisonnable

blessé

en fait, en réalité

> Pourquoi amener les élèves à émettre des hypothèses sur la suite ou le contenu d’un texte à venir?

> Les anticipations avec émission d’hypothèses sur la suite ou le contenu d’un document à venir servent plusieurs buts:

- mobiliser les connaissances et le lexique des élèves autour de la thématique,- amener les élèves à s’appuyer sur un ensemble d’indices pour trouver une suite

plausible,- rendre la lecture à venir plus active, les élèves voulant vérifier leurs hypothèses.

She moved uneasily in her chair, the large eyes still watching his face. “But you must eat! I’ll fix it anyway, and then you can have it or not, as you like.”

She stood up and placed her sewing on the table by the lamp.

“Sit down,” he said. “Just for a minute, sit down.”

It wasn’t till then that she began to get frightened.

“Go on,” he said. “Sit down.”

She lowered herself back slowly into the chair, watching him all the time with those large, bewildered eyes. He had finished the second drink and was staring down into the glass, frowning*.

“Listen,” he said. “I’ve got something to tell you.”

“What is it, darling? What’s the matter?”

He had now become absolutely motionless*, and he kept his head down so that the light from the lamp beside him fell across the upper part of his face, leaving the chin and mouth in shadow. She noticed there was a little muscle moving near the corner of his left eye. (to be continued….)

> Can you imagine what happens next?

> We are going to read two birthday invitation cards. What information do you expect to find in those cards?

> We are going to read a recipe. What elements and information do you expect to find in thisdocument?

> Cette anticipation pragmatique permet aux élèves de se préparer à la réception du sens et les amener à formuler par eux-mêmes les éléments auxquels on peut s’attendre dans tel ou tel type de production.