Previous research has shown that the degree of structure in a task affects the complexity, accuracy, and fluency of L2 oral production (Foster & Skehan 1999). The acquisition of pragmatic markers may be related to the development of second language fluency, but there is limited research on their use by second language learners on different task types. This study examines the use of pragmatic markers on four different tasks that differ in their degree of inherent structure. The results show that the most structured task, leaving a telephone message, led to a significantly lower frequency of pragmatic marker use than the other tasks. The results also suggest that learners at different proficiency levels react differently to the degree of structure in various tasks.