Investigating EFL Students' Realization Strategies Of, And Responses To, Disagreements. Case Of Master One EFL Learners At M’sila University.

Abstract

Abstract Appropriacy of language use received special attention in the field of second and foreign language learning and teaching for the ultimate objective of achieving efficient communication that conforms to target language’ skills, social norms and conventions. The present study therefore attempts to elicit responses to, and realization strategies of disagreement speech act as well as teacher’s perceptions about pragmatic competence in enhancing EFL learners appropriate language use. In order to answer the research questions and fulfill the objective of this study, a mixed method research design was applied using a written discourse completion testing which contextual factors of social power and social distance are examined and an interview was designed and conducted with EFL teachers. The sample of the study was 30 EFL students at M’sila University. the findings of this work revealed that EFL student use direct and indirect strategies in raising both responses to and disagreement in accordance with closeness and distance of the relationship between the interlocutors in addition to the addressee ‘social power that shape the way disagreement is performed, the results indicates that EFL teachers appreciate the pragmatic competency of speech act realization in developing native- like language use.