To prepare learners for successful communication is nowadays one of the main goals of teaching practices of lecturers of English as a Second (ESL) or Foreign (EFL) language in the University setting. Consequently, language teaching needs to focus not only on linguistic or strategic aspects of the target language, but also on the development of the learner's pragmatic competence, which refers to the ability of employing target-language linguistic resources in an appropriate way for a particular context. Given this necessity, instruction in pragmatics has recently motivated a lot of research (Rose & Kasper, 2001; Bardovi-Harlig & Mahan-Taylor, 2003; Martínez-Flor, Usó-Juan & Fernández-Guerra, 2003; Alcón & Martínez-Flor, 2005). Additionally, this need is stronger in the foreign language setting, since the opportunities to be in contact with authentic language use outside the classroom are very limited (Rose, 1999). In an attempt to contribute to this area of research, in this paper we present a comprehensive pedagogical framework, called the 6Rs Approach, aimed at providing EFL lecturers with a pedagogical tool that may help them to integrate pragmatics in their teaching syllabi. This guiding framework, which has been elaborated on previous approaches and techniques from the field of interlanguage pragmatics (ILP), focuses on requests and suggestions as two speech acts that may intrinsically threaten the hearer's face and, therefore, need to be performed in an appropriate way for their successful completion.