A study looked at the patterns of clarification questions and responses occurring in academic advisement interviews between graduate students (26 non-native English-speaking (NNS) and 7 native English-speaking (NS)) and native-speaker advisors. Tape-recorded interviews between students and a male graduate studies director, generally concerning university policy and course scheduling, were coded for information and clarification questions or statements. Advisor clarification strategies and student responses and clarification strategies were considered separately. Results show that clarification questions have different patterns in the native-speaker and non-native-speaker student groups. The advisor used more clarification questions with the NNS students, and more confirmation checks with the NSs. Both student groups issued clarification questions to the same degree, but with differently weighted functions, clarification vs. rapport. It is proposed that teachers of English as a Second Language teach students the distinction between clarification questions and confirmation checks, which may be interpreted only as conversational continuants. In addition, it is recommended that teachers seek explicit ways of teaching discourse norms to help students learn communicative strategies that sustain conversation and avoid communicative failures. A 28-item bibliography is included. (MSE)