Abstract

The successful realization of speech acts is a challenge which supposes general sociocultural background knowledge about the types of speech acts and strategies that are applicable under certain circumstances and the appropriateness and relevance of the given speech act, etc. However, the necessity of such a comprehensive approach is not always understood and accepted in the process of teaching speech acts. There is a primitive tendency to identify speech acts with certain linguistic patterns. The investigation shows that discourse analysis can provide valuable material for efficient language teaching at different levels and in various spheres in courses of grammar, vocabulary, communication strategies, intercultural communication and socio-linguistics.

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