This review explores the importance of teaching pragmatics in the classrooms. Developing pragmatic competence needs experience, knowledge and language awareness. According to Fasold (2006) pragmatics involves using language in particular situations. In this review the speech act of complimenting is selected as the focus of teaching. People compliment each other to maintain or create a special relationship to improve their actions. The early studies by Manes and Wolfson (1981) report the formulaicity of compliments in American English. Finally, this review shows that teachers should pay more attention to pragmatics and teaching it in the classroom. Lack of pragmatic knowledge may cause a failure in communication. Besides emphasizing on only grammar aspects teachers should teach the appropriate usage of language in different situations.

<p>One of the important part of the pragmatics studies in recent years is about the intercultural communication. EFL learners should know both grammatical competence and also sociolinguistic rules to use the language in an appropriate context. This review explores the effect of the explicit and implicit instruction on the learners’ attention in the production of the speech act of request. Pragmatics includes “the study of how speakers use and understand speech acts” (Richards and Schmidt 2002). Moreover, pragmatics plays a very important role in the production and perception of the language. That is why interlocutors should have enough pragmatic knowledge to produce and perceive the proper and intended speech acts based on context. Therefore, having pragmatic competence is one of the key factors in the process of communication. Pragmatic competence in foreign language contexts is defined as the knowledge of communicative action or speech acts, how to perform it, and the ability to utilize the language in proper ways based on the context or contextual factors (Kasper 1997; Kasper &amp; Roever 2005).</p>