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websites with instructional materials on speech acts (e.g., websites
for self-access learning of key speech acts in a given language);
13
2
L2 textbooks which have coverage of the speech acts of interest
while keeping in mind the issues raised about textbooks in 
Chapter 8 and elaborated on in Chapter 11; and
3
research articles providing insights on speech acts not available from
other sources.
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Strategies for performing speech acts
Here are strategies for taking what has been learned, however partially, and
putting it to use. So, in other words, we assume that students have learned
about speech acts, either through previous exposure to the L2 culture,
through reading about how speech acts are performed, through attending 
to what a teacher has taught them, or through collecting data on their 
own. The challenge is to take this learned material and use it in pragmatic
performance.
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See Cohen (2007a); Cohen and Ishihara (2005); Ishihara (2007b); Sykes and Cohen
(in press).
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For instance, the study by Daly et al. (2004) on the f-word expletive being used in
requests and refusals on the factory floor in New Zealand as a signal of solidarity.

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F U R T H E R I S S U E S I N L E A R N I N G , T E A C H I N G , A N D A S S E S S M E N T
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Using some mnemonic for retrieving for performance purposes the
speech act material that has already been at least partially learned (e.g.,
visualizing a list of the strategies specific to the performance of a given
speech acts set and then selecting the ones that seem appropriate for 
the given situation).
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Practicing those aspects of speech acts performance that have been
learned: