“Shall we talk? Everyone is talking”

Abstract This study explores how study-abroad learners perceive and interpret gaps in their L2 pragmatic knowledge. While previous research focuses on pragmatic development in specific speech acts or pragmatic phenomena, this research adopts a learner-centered approach, emphasizing pragmatic challenges noticed by learners themselves during naturalistic interactions. Data were collected through learning journals and interviews with five Chinese students studying in the United Kingdom over one academic year. Results reveal that learners predominantly notice pragmatic gaps in three scenarios: (1) encountering unfamiliar sociopragmatic and pragmalinguistic features, (2) experiencing difficulties in negotiating social or moral meanings, and (3) receiving implicit feedback from interlocutors regarding their pragmatic choices. Pragmatic awareness was particularly triggered in rapport-sensitive interactions with tutors and non-transactional conversations like small talk. While noticing sometimes led to metapragmatic reflection, learners often overgeneralized or misinterpreted sociopragmatic norms. The findings highlight the need for specialized pragmatics instruction in ESL/EFL contexts to support SA students.