Some of the problems of acquisition of pragmatic competence in speech experience by language learners are examined, and the implications of selected literature in sociolinguistics, applied linguistics, and social psychology for enhancing pragmatic competence through second language instruction are discussed. Of special concern are the development of perceptual and interpretive strategies for elements of context and socio-psychological variables operating in the second language/second culture environment during a speech act or speech event. The ways in which learners are said to make inferences about indirect speech acts during conversation, often in the absence of relevant cultural background knowledge, are examined. Suggestions for providing classroom experiences to augment students' skill at arriving accurately at speaker intentions during natural, spoken discourse are drawn from the literature. (MSE)