AbstractThe present study examines how learners of Japanese as a second language employ the Japanese pragmatic particle ne in non-turn-final positions during their conversations. Data taken from class and club sessions totaling roughly 34 hours reveal that intermediate learners of Japanese studying in an American immersion language program use the particle in three main positions: turnfinal, turn-initial, and turn-internal. In particular, the turn-final and turn-initial uses were characterized by the use of formulaic sequences. Furthermore, the data indicate that the physical locations of language classrooms and club activities do not affect the position of the particle. These findings suggest that discourse structures and issues of (in)formality or intimacy influence learners’ variety of ne use. This study concludes with proposals to integrate these factors in theoretical and educational studies of Japanese language acquisition.