This study mainly aims to present a literature review on the factors that are thought to have an impact on EFL learners’ acquisition of pragmatic competence in target language. The present study is composed of five sections; the importance of input and feedback on instruction; the impact of explicit and implicit instruction on learners’ acquisition of pragmatic norms; the association of individual differences with pragmatic development; context and discourse practices; speech acts and semantic formulas. Emphasizing the inadequacy of the related studies, particularly in Turkish context, this study is anticipated to prompt more linguists to investigate pragmatic factors that affect Turkish EFL learners’ acquisition of target language sociocultural norms.