This study examines the influence of cultural identity on pragmatic competence among Punjabi and Pashto speakers learning English in Pakistan. It explores how learners perform speech acts such as requests, refusals, and apologies, focusing on how sociocultural norms shape their communicative strategies. Grounded in the framework of Interlanguage Pragmatics and constructivist epistemology, the study employs both Discourse Completion Tasks (DCTs) and semi-structured interviews to collect data from students and instructors. Through thematic analysis, distinctive pragmatic tendencies were observed. Punjabi learners exhibited a preference for directness and pragmatic efficiency, which sometimes compromised relational politeness. In contrast, Pashto learners demonstrated a tendency toward indirectness, elaborate politeness expressions, and a higher concern for maintaining social harmony and respect. These differences reflect how deeply cultural identity and social hierarchy influence communicative behavior in English as a second language context. The findings reveal that pragmatic transfer—both positive and negative—occurs frequently and is strongly rooted in learners’ cultural frameworks. The study highlights that effective English language teaching should integrate elements of Culturally Responsive Pedagogy to address such variations. It further emphasizes the need for cross-cultural awareness, pragmatic flexibility, and role-based communicative training in ELT classrooms. By bridging culture and language learning, this research contributes to a more inclusive understanding of how local identities shape global communication practices.
Muhammad Atif (2025) studied this question.