The present study aimed to introduce the discursive interpretation of FL pragmatic politeness as a new approach for teaching FL conversation. Data were collected from 100 participants through an assessment questionnaire of FL pragmatic politeness. The participants were asked to assess the responses to apology-based situations in accordance with (im)politeness criteria of apology strategies before and after attending the training programme. Data were analyzed in terms of the discursive interpretation of FL pragmatic politeness; namely, perception, evaluation and assessment of what constitutes polite or impolite responses. Frequencies and one way analysis of variance (ANOVA) were conducted to find out the significant differences between the total frequencies of the pre and post-tests. The findings showed significant improvement in the participants' assessment of (im)politeness. The findings also emphasized the potentiality of teaching the discursive approach of FL pragmatic politeness to the Egyptian EFL senior students.