The current state of research on cross-cultural speech acts is examined, its applicability to the second language classroom is evaluated, and new directions for research, with more relevance for classroom practice, are recommended. Problems found with cross-cultural speech act research to date include questions it has raised about the universal applicability of several theoretical notions of pragmatics, use of a limited range of variables, and inadequate use of ethnographic methods. In addition, the usefulness of the findings in second language instruction are limited. Suggestions are made for solving several theoretical and methodological problems in the research, including: establishment of explicit criteria for comparability across languages; more attention to the constraints on speech acts by domains of interaction, status and role relationships, and other situational factors; focus on how speech acts interact with cooperative and politeness principles; search for a clearer understanding of individual self vs. group/familial self and positive vs. negative face in different domains and cultures; and reduce emphasis on native-like performance. In conclusion, the implications of such research for the teaching of English as an international language are discussed. Contains over 60 references. (MSE)