| This longitudinal study investigates the acquisition of pragmatic competence in a second language (L2). The goal of the study is to observe how two groups of learners of Spanish as an L2, a study-abroad group (N = 11) and a foreign-language-classroom group (N = 11), perceive the speech act of requesting during a semester of study. Learner and native speaker data were collected using a judgment task and a retrospective verbal report interview.;This research explores the influence of the language learning environment on the perception of requests. For these learners, there was no significant difference between learning the L2 in the study abroad context and in the foreign language context. Both groups of learners, however, were closer to the native speaker judgments after the semester of study.;This study also describes learner acquisitional patterns of requests. There were no significant changes for the learner groups related to the language learning environment in the perception of request forms. However, there were significant changes over time for both groups of learners in the perception of requests in the form of questions as being appropriate and in the form necesito 'I need' as being inappropriate. These changes reflect a movement towards the native speaker judgments.;This research also investigates the relationship between appropriateness and situational parameters such as status, level of familiarity, age, and level of imposition of the request. The learner groups find status as a student and assistant instructor, and high level of familiarity to contribute to finding a request appropriate, while older age and high level of imposition of the request contribute to finding the request inappropriate.;Lastly, this study explores the relationship between appropriateness and the learners' perceived likelihood of request granting. If the request was found appropriate, it would likely be granted. However, if the request was found inappropriate there was more variation in the possible granting of the request. |
