A study examined the development of pragmatic competence in second language learners, focusing on the requests produced by adult non-native speakers (NNSs) of English across three settings (a university public administrative office, the private office of a university program officer, and an English as a Second Language classroom) and nine levels of English proficiency. Subjects were 29 university students with varying cultural and linguistic backgrounds, lengths of English study, durations of stay in the United States, educational goals, and age. Data tokens were coded and reviewed using speech act analysis. Results suggest a fan- shaped pattern of pragmatic development wherein NNSs continually rely on direct request strategies until their proficiency and competence begin to gradually open, whereupon they begin to use more complex request strategies. (Contains 15 references.) (Author)