Since the 1990s, pragmatics has been regarded as a fundamental component of communicative competence (e.g. Bachman, 1990; Bachman and Palmer, 1996; Celce-Murcia et al., 1995). As a result, the number of studies in this field, and of interlanguage or L2 pragmatics (Kasper and Dahl, 1991; Kasper and Blum-Kulka, 1995), has increased considerably during the last three decades (Taguchi, 2015). To master L2 pragmatics, speakers need to know what the range of linguistic forms that can realize a given function is (i.e. pragmalinguistics), as well as how and when to use a particular form in a specific context (i.e. sociopragmatics) (Thomas, 1983). Given that English is the “lingua franca” of business, the Internet and many educational settings, it becomes essential to be proficient in English pragmatics for academic and professional success. In this regard, English skills are a must in the field of Business, where a global market requires effective communication in this language. More specifically, the use of email for internal and external communication in the globalized workplace is a fundamental skill, with reading and replying to emails in these contexts constituting a frequent task (Evans, 2012)...