This study examines developmental patterns in the ability of Greek foreign language learners of three different proficiency levels to make offers. Though a great deal of grammatical and pragmalinguistic development concerning both initiative offer strategies and syntactic modification devices is attested, this does not warrant associated degrees of sociopragmatic development (cf. Bardovi-Harlig 1999). Learners of enhanced competence tend to overgeneralise intricate grammatical structures in which NSs use more direct and simple grammatical means to attain a solidarity effect, and they drop behind as to the fit use of urge. Yet the study backs both the developmental phases of pragmatic competence recognized in the apposite literature (Ellis 1992; Achiba 2003) and Bialystok's (1993) model concerning pragmatic competence acquisition.