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Pragmatics, as a subfield of linguistics, plays a major role in learning a foreign language ( Crystal, 1997) and to make someone aware of something. Consciousness-raising tasks are designed. Accordingly, this study was done to investigate the effect of consciousness-raising instruction on the pragmatic development of agreeing and disagreeing of Iranian EFL upper intermediate learners in speaking performance. To fulfill the purpose of this study, on the basis of the result of English Unlimited Placement Test, 60 male and female upper intermediate EFL learners, aged 17 to 23, were selected out of 70. The participants were divided in two experimental and control groups. The experimental group was divided into three sub- groups including a role play group, a discussion group, and an interactive translation group. Each experimental group received different treatment on speaking performance. The way they were treated in these three experimental groups varied. This research was conducted at two English institutes located in Karaj, namely, Negarin and Zaban Tarjoman Language Centers. The study lasted for one term (i.e., 16 sessions). The quantitative data obtained were analyzed through SPSS to scrutinize the effect of the treatment. The results of a repeated-measures two-way ANOVA showed that there was a significant improvement in Iranian EFL learners’ application of agreement and disagreement structures while speaking. Meanwhile, in the control group the improvement was not statistically significant. Conclusions and Pedagogical implications are further discussed.

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The Effect of Consciousness-Raising Instruction on the Pragmatic Development of Agreeing and Disagreeing of Iranian EFL Upper Intermediate Learners in Speaking Performance