This thesis describes four studies (Bardovi-Harlig and Dörnyei, 1998; Niezgoda and Röver, 2001; Schauer, 2006; and Glaser, 2020) that investigated the relationship between English L2 learners’ pragmatic and grammatical awareness. Following the definition of pragmatic competence and a brief discussion related to the notions of pragmatic and grammatical awareness, the four studies are described in more detail. Those studies were chosen because they represent the tradition of investigating English L2 grammatical and pragmatic awareness in the sense that they all use the modification of the original instrument as described in BardoviHarlig and Dörnyei’s study (1998). For each of the four studies, research questions, participants, methods, results, and relevant conclusions were described. In the last part of the thesis, the studies were compared following the same pattern. The main conclusion was that ESL students were generally more successful than EFL students in recognizing pragmatic and grammatical violations, but that the success also depended on the reasons why ESL/EFL students learned English, which was particularly emphasized in Niezgoda and Röver’s research (2001).