Abstract. The teaching of speech acts in the English language, especially as a second or foreign language (ESL/EFL), must employ a manner that is thoroughly systematic, well-grounded theoretically and innovative if the situation is to guarantee the learners' effective acquisition of communicative competence. The aim was, among other objectives, to create didactic systems and to design instructional materials that might improve students' abilities, directly or indirectly, to know and then apply in practice these pragmatic rules. Drawing from Speech Act Theory, Politeness Theory, and Task-Based Language Teaching (TBLT), the present study's intent was to evaluate methods which could serve as interactive, authentic, and culture-sensitive resources for pedagogical implementation in support of pragmatic competence. Data sources comprised classroom observations, role-plays, case studies, and reflective analyses. From the study, it has been learned that the integration of multimedia resources, real-life scenarios, and collaborative tasks strongly enhanced learners' competences in enacting acts of conversational cooperation: invitations, refusals, and requests. The study concludes with practical suggestions on didactic designs meant to direct the course of learners with respect to pragmalinguistic fluency and socialversible creativity.