Literature Review

  • Gila A. Schauer
Part of the English Language Education book series (ELED, volume 18)


One aim of this book is to examine if, how, and to what extent pragmatic features are included in four textbook series in Germany that are published by the major school book publishing houses Cornelsen, Klett and Schrödel, as well as in picturebooks used in primary schools, and to what extent young EFL learners attending primary school are able to use simple pragmatic features. In contrast to other subdisciplines of linguistics, such as grammar or lexicography, pragmatics is often not as well known among teaching professionals and also tends to be less focused on in publications exploring issues in English language teaching, teaching English to young learners or second language acquisition. This is very unfortunate because pragmatics is a key component of successful communication and therefore needs to be taught to second or foreign language learners to equip them with the means to achieve their communicative goals in an appropriate and efficient manner (cf. Cohen, Learning pragmatics from native and nonnative language teachers. Multilingual Matters, Bristol, 2018).

In this chapter, I will first provide a definition of pragmatics and explain some key areas of pragmatics that are relevant for this book, such as speech act theory and various speech act frameworks. I will then discuss the concepts of communicative competence, culture and intercultural competence. This will be followed by a discussion of different learning contexts, the noticing hypothesis and considerations relevant to teaching young learners of English.


Pragmatics Interlanguage pragmatics Speech acts Requests Greetings Leave-takings Thanking Reactive speech acts ELT SLA 


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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Gila A. Schauer
    • 1
  1. 1.Department of LinguisticsUniversity of ErfurtErfurtGermany

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