Journal of Literature, Languages and Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal Vol.6, 2015 4 A Socio-Pragmatic Analysis of Appropriateness in a Speech Act of Apology in English Tahir Saleem 1* Summiya Azam 2 1.Tahir Saleem , The University of Lahore, Pakistan 2.Summiya Azam,(M.Phil Scholar) University of Management and Technology Lahore, Pakistan * E-mail of the corresponding author: tahirhallian2@yahoo.com Abstract Studies in interlanguage pragmatics have shown that L2 learners’ proficiency has an influence on the occurrences of L1 pragmatic transfer. This paper is designed to study the issues related to the pragmatic aspects of the use of apology strategies in English and the pragmatic transfer. To carry out this research, the qualitative research design is employed. Focus Group Discussion questionnaire is used to elicit data (recorded) from the EFL university students in Pakistan. The results of the study reveal that all the participants reported that they do not translate apology strategies from their L1 cultural norms, except one respondent who replied that he/she use apology strategies having in mind L1 social norms. Anyhow, they all agree that they use apology strategies while keeping in mind the interlocutor’s social status. The study further indicates that Urdu-speaking learners of English in universities use apology strategies according to the severity of the offence. If the situation is severe they use intensifiers and indirect apology strategy and if situation is not severe, they use explicit apology strategy. The results of this study might be of pedagogical help and important for teachers, policy makers, curriculum developers, material designers, students, and researchers. Keywords: interlanguage pragmatics, pragmatic transfer, cultural norms, pedagogical help, Pakistan 1. Introduction In perspective of the most recent changes from linguistics to communicative proficiency and pragmatic ability in language teaching and learning, it is not amazing that speech act of apology and cross-cultural evaluations of apologies and apology techniques in different 'languages' have been well-known among scholars within the area of sociolinguistics, especially pragmatics. With the precise identification of the part of pragmatic competence in communicative ability (Bachman 1990; Bachman & Palmer 1996; Canale & Swain 1980), abundant second language (L2) research has investigated the production of pragmatic function. Pragmatic production represents the ability to execute conversation features properly in social situations (Saleem, 2014). In L2 pragmatic production, ‘appropriateness’ is reflected at several stages. It shows the knowledge of the conventions of communication in a community, as well as linguistics and abilities that allow students to communicate efficiently in L2. It has been observed that Pakistani EFL learners lack pragmatic competence and transfer their L1 knowledge to L2 production. Many studies show that although learners may have learned the target language grammar and the target language form, they are not necessarily able to understand the social and cultural rules which constrain the target language use. In their communication with native speakers of the target language, learners tend to transfer their native social and cultural norms into the target language, produce inappropriate linguistic behaviours, and lead to pragmatic failure. In perspective of all this, it is amazing that this is not an important consideration as far as English language teaching in Pakistan is concerned (Saleem, 2014). Instructors of English as a second or foreign language in Pakistan have always experienced a very difficult task: how to teach communicative proficiency in the target language. It has become obvious that teaching the syntax and vocabulary of language is not enough. One also needs to teach pragmatic and cultural competence. Knowing how such socially and culturally particular factors of language operate in different 'languages' is also important, as students should be conscious of the variations between not only their native language and the target language, but also between the two societies. Being ware of such differences, but also of similarities, would help them better comprehend the target lifestyle, and thus use the target language in a socially and culturally appropriate way. With the emergence of several theoretical designs of communicative competence (Bachman 1990; Bachman & Palmer 1996; Canale & Swain 1980), second language (L2) learning is no more considered as expertise of syntax alone. Acquisition of functional and sociolinguistic control of the types has come to be considered as an indispensable part of L2 learning. Thus, pragmatic competence, the ability to perform language features properly in public perspective, forms an essential component of L2 communicative proficiency, and has drawn much research attention in L2 learning. A number of Pakistani scholars have identified that Pakistani learners lack communicative competence and especially pragmatic competence. Though a number of aspects have been identified for this defective English language teaching, such as unsupportive program, over-crowded classes, obstructive evaluation system etc. (Kiran, 2010; Ahmad, 2004; Muhammad, 2010; Saleem, 2015), yet the central critique is mostly set on flawed language teaching techniques and methods. Within our perspective, English is handled as ‘subject’ not as