Ghazel Abderrazzek Djaafer Mohamed-Dr. Aboubakr HAMOUDI2024-10-142024-10-142024-10-14https://dspace.univ-msila.dz/handle/123456789/44381elp whenever needed. Abstract The present research aims to analyze how much pragmatic content is used in EFL Textbooks for young learners in Algeria. It was based on a corpus of two textbooks used with learners in grades 3rd and 4th in Algerian primary schools. All approved for use in the academic year 2017/2018 by the Algerian Ministry of National Education. This research employed a qualitative research methodology and a content analysis method to collect data form 3rd and 4th textbooks of EFL. Moreover, it analyses the pragmatic content using the frameworks of Vellenga, Searle, Halliday and LanGeek. The results showed that the most amount of pragmatic content is included in year 4 with 23.15% then the 3rd EFL textbook which represents 14.51%, and the most amount of speech acts are included in 4th EFL textbook with 180 (80.72%) acts then the 3rd EFL textbook with 43 (19.28%). In addition, the results showed that the naming speech acts occupy the first order in textbooks with 21 (48.84%) occurences for the 3rd EFL textbook, and 111 (61.67%) occurences for the 4rd EFL textbook, and that thanking speech acts occupy the last order with 2 (04.65%) occurences for the 3rd EFL textbook and two (01.11%) occurences for the 4rd EFL textbook. Furthermore, the results showed that the greatest number of cultural references of persons’ names is included in the 4th EFL textbook with 23 (88.46%) names and that Culture Source names occupy the first order with a number of 15 (65.22%) names in the 4th EFL textbook and (66.67%) in the 3rd one. For the cultural references of celebrations’ names, results showed that there are only two types of celebrations days Martyr’s Day in Algeria reflecting the source culture of learners, and Mother’s Day in Mexico which reflect other culture.enKeywords: ContentEFLPragmaticsPragmatic ContentSpeech actTextbooks.Thesis