Given that pragmatic competence is one of the main competences of foreign language learning (Common European Framework of Reference for Languages 2002 and Plan Curricular del Instituto Cervantes 2006), it is vital that learners of Spanish be aware of pragmatic elements while learning the language. Therefore, language teacher training syllabi should include pragmatics in their programs of study. The two main aims of this study are: (a) to fill a research void in the analysis of pragmatics training in the teaching of Spanish and (b) to make both teachers and students pragmatically aware when teaching and learning Spanish. In order to carry out these objectives, syllabi for the study of pragmatics on MA programs were analyzed and both teachers’ and students’ views on pragmatics modules were elicited
