Abstract: Target‐language discourse norms ( both lexically based formulaic speech and culturally based pragmatic abilities ) receive relatively scant attention in our curricula, yet they are of paramount importance in allowing speakers to maintain smooth communication. This article starts with two premises: ( 1 ) that oral skills classes provide the ideal forum in which to address discourse issues, and ( 2 ) that target‐language discourse norms, particularly as they relate to another cultural belief system, must be taught explicitly. After defining what is meant by “discourse norms,” this article offers a three‐part pedagogical discussion. The first part expands on Schmidt's “noticing hypothesis” ( Schmidt, 1990; 1993, Schmidt & Frota, 19861, arguing for the necessity of overt instruction in facilitating discourse learning. The second segment explores issues of course content by asking, Which features are most important for students to notice, and how might they be organized into a learning sequence? The final section focuses on instructional options, suggesting activity types that are intended to raise students' awareness of targeted norms. Issues of performance objectives ( productive vs. conceptual control ) and assessment are also addressed.