In the world of globalization, students learning a foreign language should be prepared to deal with different communicative situations in real life. In order to communicate efficiently learners ought to be aware of the pragmatic side of language, which has its basis in the theory of speech acts. Basically, this theory states that humans use language as a means to perform actions like apologizing, thanking, asking, ordering, refusing, etc. Thus, it is extremely important that the national textbooks of English language could provide authentic examples of speech acts, so that the learners could perform them correctly when given the situation. Hence, in the conducted research, there were studied examples of dialogues from the 8th form textbooks based on Searle‟s Speech Acts taxonomy and the results will be presented later on, after the introduction of the central ideas regarding this theory [1]. To begin with, the concept of “speech acts” was developed by the British philosopher of language, John Langshaw Austin, who affirmed that the production of an utterance consists of three acts: 1) locutionary act – the referential meaning, what is said; 2) illocutionary act – intended meaning, what is really meant; 3) perlocutionary act – understood meaning, what is heard. Besides, Austin came up with the two categories of utterances: 1) constatatives – used to describe/report something; 2) performatives – used to perform an act, and they are further on subdivided into explicit and implicit. In general, these are the basic concepts of the theory, which were later developed by other scientists. One of these is the American philosopher John Searle who introduced the notion of indirect speech act (an illocutionary act performed indirectly while performing another at the same time) and modified Austin‟s speech acts taxonomy [2, 3]. Essentially, the theory in question highlights the importance of the illocutionary acts since they are related to the real meaning conveyed via an utterance. Therefore, the scientists explored mainly these acts by classifying the illocutionary acts into different categories based on universal classes of illocutionary force. After modifying Austin‟s taxonomy, Searle came up with the following five main categories which were used in the analysis of the dialogues from the English textbooks: 1) assertives; 2) directives; 3) commisives; 4) expressives; 5) declarations [4]. As a result of the analysis of 10 dialogues selected from the national textbook for the 8th form “English for Life”, we have made some conclusions. Due to the fact that the dialogues are designed for learners of A2 level, they do not contain examples of utterances with indirect speech acts since they can be understood by speakers of higher language proficiency. In addition, we have observed that the utterances most frequently fall into the three main classes from Searle‟s taxonomy, these are: assertives, directives, expressives. There are less speech acts from the category of comissives and declarations. We assume that this distinction can be traced in the type of dialogue and their purpose as well as the language level they are set up for. Finally, it is necessary to mention that the dialogues contain expressions with specific language patterns of the target language that are useful for students since they can be employed in their own conversations. After examining this textbook, we believe that it should contain more dialogues as types of texts since they provide models of interaction in real life [5]. To sum up, speakers from different cultural backgrounds have different conventions while speaking; therefore, it is of great importance for a foreign language learner to know to perform speech acts in a conversation to understand and be understood by others correctly. In this regard, the textbooks can help the students by providing a reliable source of authentic speech acts. Furthermore, the Common European Framework of Reference adopted an actionoriented approach. It regards users of a language as “social agents” who have to accomplish certain tasks in certain circumstances by using language and specific competences. Given the above analysis, we would say that the speech acts theory gives an insight into the complexity of the spoken language.