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ativewith native performance, such as research on interlanguage pragmatic competence development (Chang, 2009: Allami & Naeimi. 2011 etc) and on native language pragmatic transfer (Wannaruk.2008; Yu- 2009 etc). All these studies are conducted by studying the performance oF specificspeech acts. Many studies conducted have evidenced that learners' ability to use appropriatespeech acts in a specific speech event is a major component of pragmatic competence. Forinstance, Fraser defines pragmatic competence as “the knowledge of how an addresseedetermines what a speaker is saying and recognizes intended illociitionary force conveyedthrough subtle attitudes in the speaker's utterance” (1983： 30). Rintell (1997) defines pragmaticsas the study of speech acts, contending that L2 learners' interlanguage pragmatic competence isreflected in how they produce utterances to convey specific intentions, as well as how theyinterpret the intentions implied in these utterances. Therefore, studying speech acts is an effectiveway to examine the EFL learners' interlanguage pragmatic competence.在备案的中介语语用学，言语行为是研究concerningpragmatic的能力（于2011年）的一个重点。进行这项研究的主要通过对比normativewith的本机的性能，如语用能力发展研究（2009年张：Allami Naeimi 2011等）和母语务实转移（Wannaruk.2008;玉2009等）。所有这些研究进行的研究的specificspeech行为表现。许多研究已证明，学习者的能力，在一个特定的言语活动使用appropriatespeech行为是语用能力的重要组成部分。比如说，弗雷泽务实能力定义为“知识如何addresseedetermines扬声器，说什么，并承认拟illociitionary力conveyedthrough的微妙态度在说话者的话语”（1983：30）。 Rintell（1997）定义pragmaticsas言语行为的研究，百家争鸣，学习者语用能力isreflected的他们是如何产生的话语来传达特定的意图，以及如何在这些话语中隐含的意图theyinterpret。因此，研究言语行为是检查学习者的语用能力的有效方式。
检查的语际语用文学上，它并不难发现许多researchconducted的言语行为的证据务实的转让或语用能力developmentamong学习者（2008年Wannaruk宇，2009年，2011年2011年哈米德Naeimi）。然而，theexistent研究主要进行比较学习者“的语用能力和语用能力L2native扬声器，假设李母语pragmaticcompetence的是同质的，即使有些研究选择了三组受试者：母语theLI，学习者， L2本土的扬声器调查的具体differencesamong的三种，其中之一是通常归因于LItransfer，务实的能力，他们仍然不明白李母语的语用能力，不能作为标准来判断学习者的语用能力。另一方面，它是相当消散，想象每个人，由于他的个性，生活环境，对他人的空间状态，可以表达不同的言语行为，有不同的级别ofnative语言的语用能力。然而，复杂的影响李仍然unclearand值得更多的调查。
Checking the literature on the interlanguage pragmatics, it is not hard to find many researchconducted on speech acts to evidence pragmatic transfer or pragmatic competence developmentamong L2 learners (Wannaruk, 2008; Yu, 2009, 2011; Hamid & Naeimi, 2011). However, theexistent studies are mainly conducted by comparing L2 learners" pragmatic competence and L2native speakers' pragmatic competence, and assuming that LI native speakers' pragmaticcompetence is homogeneous. Even though some research selected three groups of subjects: theLI native speakers, L2 learners, and L2 native speakers to investigate the specific differencesamong the three kinds of pragmatic competences, one of which is usually attributed to LItransfer，they still do not realize the LI native speakers' pragmatic competence can not be used asa criterion to judge L2 learners’ pragmatic competence. On the other hand, it is quite atemptation to imagine that every person, due to his individual character, living environment, andattitude towards others, may express differently in a speech act and have a different level ofnative language pragmatic competence. However, the complex influences of LI are still unclearand deserve more investigation.

Chapter Two Literature Review

In this part, the previous studies on disagreement speech act and relevant research oninterlanguage pragmatics will be reviewed.

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