This Report answers three questions: (a) Why is teaching pragmatic competence important? (b) What are the approaches to teaching pragmatic awareness? Specifically how do instructors teach Spanish requests?, and (c) What role does technology play in pragmatic awareness instruction? The first chapter explains why I chose to write my Report on developing pragmatic awareness through speech act instruction. Chapter two discusses development of pragmatic awareness. Chapter three and four address approaches to teaching pragmatic knowledge and technology’s role in pragmatic instruction. Chapter five proposes a lesson for an intermediate university Spanish class grounded on speech act theory. Materials and a rubric for classroom use accompany the lesson (Appendices A-C). The chapter concludes with a discussion of pedagogical challenges as well as pedagogical recommendations for teachers. Chapter six concludes the Report by answering my guiding questions succinctly, summarizing the pedagogical lesson proposed, and explaining the reasons why I think the lesson is a useful resource for teachers. / text