Learning a foreign language involves far more than simply learning its linguistic system. To communicate successfully in a foreign language, learners need, among other things, a degree of acculturation. This means they must familiarize themselves with certain sociolinguistic norms surrounding language use. Failure to consider such sociolinguistic factors might result in a breakdown in communication despite the use of accurate language forms. At the same time, gratitude and suggestion speech acts are among the frequently needed functions of language. The aim of the present book is to examine the learning of these speech acts by Iranian EFL learners. Apart from a theoretical review of the recent research on these two speech acts, this book also contains an empirical analysis of the effects of three classroom presentation techniques (task-based, cross-linguistic comparison).