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With the introduction of the notion of communicative competence to second-language learning and teaching ( Canale and Swain 1980 ), and the recognition of the role of pragmatic competence within it ( Bachman 1990 ;  Bachman and Palmer 1996 ), interlanguage pragmatics (ILP) research has gained in popularity. However, with a few notable exceptions ( Achiba 2002 ;  Barón Parés 2012 ;  Ellis 1992 ;  Rose 2000  and  Rose 2009 ), ILP research has focused almost exclusively on adult learners, and even with that learner group, studies of pragmatic development have been comparatively rare ( Kasper and Rose 2002 ). The present study set out to address a generally neglected area in ILP research: developmental patterns in speech acts – more specifically, the development of requests in young Norwegian EFL learners. The aims of the study were to identify specific request strategies that emerge at different stages of development and to explore learners’ sensitivity to social power as a contextual factor. Three age groups of pupils (8, 10, and 12 years old) participated in this cross-sectional study. The data were collected through a short structured interview and role plays and analyzed in terms of the level of directness, the types of head acts, and their internal and external modification ( Blum-Kulka et al. 1989 ). While the results revealed clear patterns of pragmalinguistic development with regard to the complexity of head acts and the use of alerters, supportive moves, and downgraders, little evidence of sociopragmatic development was found in the data. This exploratory study opens a number of avenues for further exploration of pragmatic development in young EFL learners.

“Can I very please borrow it?”: Request development in young Norwegian EFL learners