Abstract
The knowledge generated by studies in discourse analysis is rarely brought into the teaching of business communication in a foreign language. Instead of presenting learners with "samples" of language after which they will pattern their production, foreign language instructors may invite learners to analyze the interplay between text and context in their own and in others' discourses. Therefore, the teaching of communicative functions (such as requesting, apologizing, suggesting, etc.) in foreign languages should go beyond the presentation, production and practice of textual forms: learners should be actively involved in doing discourse analysis in order to be able to make principled decisions when formulating suggestions in the workplace. In the case of less commonly taught languages, this approach is especially important, since textbooks and other teaching materials are not likely to include analysis and/ or focused applications of communicative functions. The recommendations included in this article contribute to fulfill this need in the teaching of LCTLs.