Abstract
This study investigates the extent of pragmatic awareness in English of primary
 pre-service teachers. It addresses two research questions. First, do Korean learners of
 English exhibit a marked discrepancy between grammatical awareness and pragmatic
 awareness? Second, if they are less aware of pragmatic violations than grammatical
 errors, how does this manifest in their speech act strategies? To answer the first
 question, a written survey on pragmatic awareness was carried out with Korean
 pre-service teachers (N = 28). To address the second question, an acceptability
 judgment task was conducted with another group of Korean pre-service teachers (N
 = 32) and English natives (N = 65). The results showed that Korean pre-service teachers
 were less aware of pragmatic violations than grammatical errors and that their speech
 act strategies deviated from those of English natives. Regarding apology speech acts,
 they tended to use more semantic formulas compared to English natives. Concerning
 request speech acts, they relied on politeness markers rather than the negative politeness
 strategies preferred by the English natives. Finally, the study offers some suggestions
 for enhancing their pragmatic competence.
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