A study analyzed actual use of one type of utterance, the request, at service counters at Southern Illinois University and compared the findings to the request forms found in four commercially available English-as-a-Second-Language (ESL) textbooks that emphasize communicative competence. It also compared the requests of native and non-native English-speakers. Subjects included faculty members, undergraduate and graduate students, and students' spouses. Requests were categorized as need statements, mitigated need statements, imperatives, imbedded imperatives, permission directives, question directives, and hints. Results indicate that while native speakers used question directives significantly more than other request types, non-native speakers did not show such a preference, choosing question directives and permission directive equally. Mitigated need statements were used more by non-native speakers. Textbooks did not generally include the wide range of request types used in authentic conversation, and did not contain enough clear explanation of variables affecting choice of request type. The limited number of forms also did not reflect the most common forms in actual conversation. Implications for classroom teaching are discussed briefly. Contains 48 references. (MSE)