TEACHING STUDENTS TO DISAGREE WITHOUT BEING RUDE: DEVELOPING B2 LEVEL UNIVERSITY EFL LEARNERS' PRAGMATIC COMPETENCE THROUGH SCENARIO-BASED INSTRUCTION

University students who have B2 level of English can explain themselves in a fluent way and show their opinions confidently, however they may still face some challenges to show disagreement in an appropriate way to the person or situation. They often use a hundred percent correct grammar but their opposite view may seem so rude, blunt and vague that can cause misunderstandings and losing the point. This article points out that students can learn how to make disagreements through the teachable speech act and a classroom framework with the help of scenario-based instruction within the principles of Communicative Language Teaching (CLT). The study first demonstrates how pragmatic competence and politeness theories work, then checks the way of the EFL students disagree and analyze whether pragmatic instruction takes advantage. During the process, it shows a five-stage lesson cycle ( Notice, Analyse, Practise, Perform, Reflect), some scenarios with exact grades and the ways how they can be assessed. Since not having experienced yet, the framework is theoretical and ends with some implications for teachers and suggests classroom-based researches promoting adaptation to different class sizes.