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This study investigates the development of interactional competence by one second language learner of English by focusing on his performance as a story recipient. Telling and listening to stories are commonplace conversational activities. Through storytelling, participants share experience and reactions to it, which makes storytelling a distinctively affiliative social action. Being a story recipient is not merely a passive job, however. By providing reactions to it, the story recipient plays a role in determining to when the storytelling is concluded and what to make of the story. By examining one L2 English learner’s participation in storytelling activities in conversation over the period of six months using Conversation Analysis (Sacks, Schegloff and Jefferson 1974), the present study illustrates how the focal learner becomes more active and resourceful in being a story recipient.