Abstract：Abstract: The literature on second language (L2) pragmatics still has different opinions on the influence of factors such as the proficiency level of second language, the length of study abroad and the intensity of interaction on the development of pragmatic competence. In addition, existing research, particularly the studies on pragmatic development in study abroad contexts, mostly examines English as the target language. Few studies have paid attention to Chinese as the target language. Therefore, this paper employed the cross-sectional design to investigate international students’ requests in Chinese. The data were collected through an eight-scenario role-play supplemented by a background questionnaire. Two Chinese native-speaker graduate students rated the role-plays of the international students. The study analyzed the length of study abroad in China and the intensity of interaction in Chinese through the comprehensive scores of the role-plays and the most recent scores of Chinese exams reported in the questionnaire. The results showed that the development of L2 pragmatic competence was positively correlated with the intensity of interaction in the target language during studying abroad and had no significant correlation with the L2 proficiency levels and the length of study abroad.
Key words: L2 proficiency; length of study abroad; intensity of interaction; pragmatic competence; request; role-play
