Djouani, SaidaHadjeris, Fadhila2018-07-012018-07-012017http://hdl.handle.net/123456789/3755This study strives to find out the significance of the explicit instruction of "refusal" speech act and its impact on fostering EFL learners? pragmatic competence. To this end, a total number of 44 master one students of DLE at Larbi Ben M?hidi University constitutes the sample of the study. Following a quasi-experimental approach, the participants are divided equally into two intact groups (the control and the experimental group). Before injecting any treatment, both groups have undertaken a written Discourse Completion Test. Shortly after, the control group has learned in a traditional way and it was provided with a general idea about speech acts, whereas the experimental group was exposed to refusal strategies that come as a response to invitations and requests through the use of explicit instruction. The statistical analysis of data was based on the independent t-test and the paired t-test. The findings indicate that the experimental group outperformed than the control group. Therefore, the study has contributed to the claim that the instruction of refusals is more likely to enhance the pragmatic ability of foreign language learners.enPragmatiqueCompétenceOther