A study investigated how pragmatic competence may develop in learner-learner interaction in a communication Japanese as a foreign language classroom, drawing on language socialization and sociocultural theory. A 100-minute second-year university-level Japanese language class at an urban state university was audio- and video-recorded, with a 30-minute session including a role play pair work activity transcribed for analysis. Analysis focused on the interactions of a student volunteer, whose progress in class meets teacher expectations, and another student whose progress is slower. Specific interactions, transcribed here, are discussed. It is concluded that the data show the sensitivity of classroom learners to different pragmatic requirements of classroom and second-language interactions being taught, and that the learners are able to adjust their language performance to construct the appropriate role for a particular context. Some students may not be able to produce correct usage, but are able to perform appropriately in certain pragmatic contexts with assistance. With time and appropriate assistance these students will eventually perform unaided. Contains 15 references. (MSE)