The expression of disagreement has been one of most critical pragmatic teaching issues for decades. Learners are not as susceptible to speech act failure, especially in conflictive speech acts such as disagreement. Thus, learning how to disagree with others in Mandarin is difficult for learners, especially for Japanese students. It is therefore important to study how native speakers and Japanese learners express disagreements in oral data because the results may have pedagogical implications. This study investigates how native undergraduates and Japanese learners express disagreement in 32 sets of oral data through elicited conversations. The findings show that the native Mandarin speakers’ data demonstrate the following pattern: (1) direct disagreement or indirect agreement, (2) showing token agreement, giving accounts or announcing examples, offering suggestions, and (3) summarizing or yielding the floor. The pattern of Japanese learners, in contrast, is (1) direct disagreement or indirect agreement and (2) showing token agreement, giving accounts or announcing examples, offering suggestions. The difference between the two groups is that native speakers use concluding moves at the end of the discussion, whereas Japanese learners do not. Based on the results, the following pedagogical implication is proposed: Teachers can remind Japanese learners not to overly adhere to Japanese cultural norms. Being too indirect in expressing disagreement may cause the listener to fail to clearly understand their stance.
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