Approcci funzionalisti attuali alla luce delle categorie saussuriane

تحلیلِ گفتمان - که با بررسی و پیوندِ میانِ متن و عوامل اجتماعی و بیرونیِ آن سر و کار دارد- به واسطة زبان، دستور و بافتِ متن، می‌تواند شرایط اجتماعی و فرهنگی را نمایان سازد. با تلفیقِ الگوی فرکلاف و زبان‌شناسی نقش‌گرای هلیدی، به خوبی می‌توان، ایدئولوژی، قدرت و بافتِ اجتماعیِ روزگارِ پروینِ اعتصامی را بازنمایی کرد. به همین منظور، در پژوهشِ حاضر، برای تبیینِ بهتر ِشرایط فرهنگی و اجتماعیِ روزگارِ پروینِ اعتصامی، هفت مناظرة وی، با تمرکز بر فرآیندِ افعال و ویژگی‌های دستوری مورد بررسی قرار گرفته‌است. مسأله اصلی پژوهش آن است که چگونه ساختارِ اجتماعیِ روزگارِ پروین اعتصامی در مناظره‌های وی بازتاب یافته‌است. همچنین، گفتمانِ غالب، قدرت‌های موجود و ایدئولوژی حاکم بر مناظره‌ها کدام اند. این پژوهش بر آن است پیوند میانِ ساختارِ متنِ مناظره‌ها، ایدئولوژی‌ها و قدرت‌های حاکم آن زمان را شناسایی کند تا بتواند تأثیر و پیوندِ دوسویة متن و شرایطِ اجتماعی مربوط به آن را تبیین کند. با واکاوی این هفت مناظره، یافته‌هایی به دست آمد؛ نظام سیاسی- اجتماعی دو پایة اصلی دارد که حکومت و عوامل وابسته به حکومت در رأس آن قرار می‌گیرند و رعیت در مرتبه فرودست و زیرِ سلطة حکام قرار دارد. از دیدگاه پروین اعتصامی، ایدئولوژی که سبب به وجود آمدن این سلطه نابرابر شده‌است، ایدئولوژی های مذهبی است. همچنین، مشارک رعیت به دلیل نبودِ آگاهی، زیرِ سلطة مشارکین حکومتی قرار می‌گیرد. این مقاله توصیفی- تحلیلی بوده و به روش کتابخانه‌ای نگاشته شده‌است.

To communicate with others requires the ability of communicative competence. The communicative competence covers discourse competence, linguistic competence, pragmatic competence, socio cultural competence and lastly actional competence. Pragmatic competence is such a communicative competence which is important to study in order to fill the gap among the speakers, especially students of English as a foreign language. The gap among the speakers of different languages can be decreased by the study of speech act in various languages and perspectives. The focus of this study is the analysis of pragmatic study that focuses on promising speech act delivered by Students of English as a Foreign Language of Universitas Negeri Semarang. The objectives of his study are concentration on analysing the realization of promising speech act by the students, the probable factors that influence the students in realizing promising speech act, how those factors influence students to realize a promise and what dominant strategy used by the students. This research is qualitative descriptive research. The source data of this research is document. In order to collect the data, there are two methods used in this research; DCT and Role play methods. The types in analysing the data are transcribing, coding, classifying and interpreting. The subjects of the research are 20 students of English as a Foreign Language of Universitas Negeri Semarang at sixth and eighth semester. There are 480 utterances of promising speech act produced by the students from the DCT and Role play data elicited. Based on the analysis, the study reveals that the students applied future action, promise-to-act and predictive assertion strategy to realize the promise. The probable factors that influence students to realize the promise are distance, dominance and imposition. Actually, those factors (distance, dominance and imposition) are not primary factors that impose the students in realizing the promise. Some situations with different combination of social parameters deliver different strategy. The different combination of the three factors in situation given and interference of students’ native language and pragmatic transfer in the language learning process also affects the respondents in realizing a promise strategy. The dominant strategy used by the students is future action strategy.

یکی از اغراض مهم شعر شیعی، مدح است که شاعر آن را در دوره‌های مختلف با توجه به وجود الگوی یکسان مدحیات کلاسیک شعر شیعی که شامل مقدمه غزلی، ذم معاندان، بیان حقانیت امامت و سرانجام عرض ارادت به ساحت امام (ع) می‌شود به مخاطب سروده ها ارائه داده است. آنچه بایسته توجه است نوع و نحوه پردازش مواضع یکسان در این دست از اشعار می‌باشد که بررسی آن در گفتمان شعر آیینی ضروری است. در مقاله حاضر با روش توصیفی-تحلیلی ابیاتی از دو شاعر شیعی (مصعب‌عبدی و ابوفراس حمدانی) انتخاب و بر اساس طبقه‌بندی پاره‌گفتارها مبتنی بر نظریه «جان سرل» به تحلیل آن‌ها پرداخته‌ شده است. از ویژگی‌های بارز کنش‌گفتارهای مصعب می‌توان به جزءنگری و انعکاس انگیزه‌ها و احساسات متفاوت اشاره کرد و در مقابل، گفتمان ابو فراس دارای صراحت بیان و یکپارچگی بیشتری است.

– Linguistic Landscape (LL) is defined as the study of languages in their written form in the public space. One of the most recent and interesting developments in the field sees LL related to educational contexts. The aim of the study presented here was to observe, document and analyse the linguistic occurrences in written form on signs in a sample of Italian secondary schools. The research seeks to give a full overview of the functions of the so-called Linguistic Schoolscape, paying particular attention to the presence of immigrant languages, the characteristics of multilingual signs and the differences between top-down and bottom-up signs. The data presented here are intended to contribute to research in a number of respects: to the development of LL studies in school structures, towards a greater understanding of language dynamics within Italian schools and as a contribution to educational research. The Italian school is in a moment of great linguistic turmoil due to many factors, such as the high number of first and second generation immigrant pupils and the pressure from the Council of Europe, which is pushing for plurilingual and intercultural education to be implemented. The observation of the LL of classrooms and corridors appears to be a useful tool in order to obtain a first picture of how these factors influence and find space within the school walls.

Language learning involves not only acquiring the linguistic forms and structures but understanding how language is used appropriately in different socio-cultural contexts. It is believed teaching of speech acts can help foreign language learners enhance their competence in language use and enable them to communicate with native speakers successfully (Hymes, 1974; Searle, 1969; Wolfson, 1989; Yu, 1999). In the English as a Foreign Language (EFL) context, English textbooks play an important role for those students who receive their language inputs primarily from textbooks (Kim & Hall, 2002). Therefore, the present study aims to investigate the appropriateness of speech act presentation in the elementary English textbooks with respect to English language instruction in Taiwan. Two adjacency pairs of speech acts (compliments/compliment responses and requests/request responses) in seven series of elementary English textbooks were scrutinized to see whether adequate information regarding these two speech act pairs was properly delineated. In addition, semi-structured interviews were conducted to explore elementary school English teachers' awareness of cultural-specificity in language use. The findings show that compliments, compliment responses, requests and request responses were not adequately presented in the elementary school English textbooks. The speech act presentation in the textbook did not mirror precisely the native English speakers' interaction norms and seemed to inaccurately represent the actual language use. Results from teacher interviews indicate that English teachers did not seem to equip themselves with sufficient and adequate knowledge of cultural-specificity in language use, which may be adverse for language learners. These findings suggest that textbook designers properly integrate speech acts into elementary school English instruction, and teachers further develop professional knowledge in pragmatics to facilitate their English teaching to elementary school children.

Ostensible invitation is one form of ostensible speech act, which is also called deception, is a kind of speech acts. It has frequently been employed in verbal communication and has good effects on smooth interaction. However, it attracts attention mainly from ethics, philosophy, psychology, sociology, rhetoric, linguistic logic, etc., and the more frequent recent studies are done in the aspect of politeness, while, it is rarely studied for the negative aspect of using ostensible speech act, thus to neglect the study on the opposite side of the politeness-impoliteness. The present study tries to integrate impoliteness into ostensible invitation and attempting to provide description and explanation of the impoliteness in this language use based on politeness principle and cooperative principle, making effort to arouse people's attention in using ostensible speech act, for the misuse of ostensible speech act may bring with some discomfort or misunderstanding.

It is a great pleasure to offer this tribute to Professor Leslie M. Beebe and to help celebrate her vital contribution to the field of cross-cultural pragmatics (CCP). There is no denying that Professor Beebe stands as a distinguished scholar in the field. Anyone who wishes to conduct research on second language (L2) pragmatics would not be able to begin without learning of or citing her work. Among her contributions to the field, I would first like to ponder her groundbreaking call for serious attention to L2 pragmatics as early as the mid-1980s, a time when pragmatics was a neglected area in second language acquisition (SLA) research and L2 pedagogy. In a number of scholarly papers and at conferences, she suggested that “the social rules of speaking” are “basics, not frosting on the cake” (Beebe, 1995, p. 4). Professor Beebe is acknowledged among SLA researchers as one of the earliest linguists who was deeply concerned with cross-cultural misunderstandings (which often lead to unfortunate and offensive cultural stereotyping) resulting from a lack of pragmatic competence. Also of great importance to the field was Professor Beebe’s contribution to establishing a solid link between pragmatics and SLA by introducing the concept of pragmatic transfer. In the late 1980s, by showing that L2 learners often refer back to rules of speaking from their first language (L1), she successfully demonstrated cross-linguistic influence at the level of pragmatics (Beebe & Takahashi, 1989a; Beebe & Takahashi, 1989b; Beebe, Takahashi, & Ulis-Weltz, 1990). Motivated by her seminal work, the research focus of L2 pragmatics began shifting from CCP to interlanguage pragmatics (ILP), moving beyond the comparison of L1 and L2 pragmatic conventions towards the understanding of the developmental stages that L2 learners go through. Since that time, pragmatics has rapidly grown into a legitimate area of research in the study of SLA. It is now widely accepted that pragmatics is indispensable in helping researchers to understand how L2 learners acquire and use the target language in a meaningful and appropriate manner. Professor Beebe’s knowledge of and enthusiasm for language-and-culture (Byram & Morgan, 1994) has immensely influenced both my coursework and dissertation study. Thanks to her, I gained an appreciation for the way that cultural and social motivations can provide an important basis for understanding linguistic behavior. This recognition has led me to write my dissertation on cross-cultural conversations. In one of the chapters in my dissertation, I strive to explain cross-cultural differences and the interactional consequences of these differences in accomplishing the speech act of disagreement. In doing so, I focus on specific and observable linguistic behavior, specifically, the use of discourse markers (DMs) by Korean L2 learners and native speakers of American English in everyday, face-to-face conversation. In a preliminary analysis of my data, I found a noticeable cross-cultural difference in the use of the DM but. In fact, it is a widely accepted view that East Asian cultures are oriented toward avoiding nonalignment with others. However, as Beebe and Takahashi (1989b) aptly point out, it is too simplistic and risky to determine cultural constraints on language use in polarizing terms (e.g., positive politeness vs. negative politeness, and direct language vs. indirect language). Warning against a dichotomous approach to cross-cultural communication, the researchers underscore contextual dimensions in

The purpose of Chinese exegesis study IS to interpret the contents of classics, while linguistics focuses on the study of language itself. Although the two fields are similar as they both are partly based on words or characters, they are different in nature. Yet, under the influence from the exchange between the Eastern and the Western studies, the exegesis study gradually deviated from its original purpose and became a science of language often employed to interpret the contents of classics; this development actually revealed the neglect of the facts that the interpretation of the contents of classics can be carried out not only through the characters but also requires other related knowledge and that linguistics can work independently from the study of classics.This should be a debatable issue, and yet it has become a norm to view the exegetic achievements of the past from the perspective of ”linguistics” and ”science.”For example, the use of phonetic gloss was a common way in Chinese mysticism to interpret the hidden meanings of the text, instead of the literal meanings of the text. Such a practice was also very popular in the dominant belief of divine revelation in the classics of the Han Dynasty. Yet, although both exegesis study and etymology emphasize the importance of origins, the way of interpretation through the phonetic elements was directly regarded as etymology by latter scholars; this unexpected change led to the phenomenon that the Han Confucianism was ridiculed for its supernatural beliefs. Nevertheless, the two are similar in form but actually different in nature. This concept is also true to the use of graphic gloss and semantic gloss, which can be proved in the study on the classics that feature divine revelation.This essay is to study their nature from the use of graphic gloss, phonetic gloss, and semantic gloss in the interpretation of the contents of classics, thus to tell the philosophical graphic gloss, phonetic gloss, and semantic gloss from their linguistic counterparts.Due to the limitation of the length, this essay will only focus on the use of graphic gloss. The use of phonetic gloss and semantic gloss will be explored in future research.

This thesis examines the language used to refer to sex and sexuality in Australian lifestyle magazines. From a social constructionist perspective, understandings of the social world are always mediated by language, which acts to shape our experiences of ‘reality’. This is manifested in discourses, characteristic ‘ways of talking’ about aspects of the sociocultural world. This thesis explores one facet of reality, that of sexuality, a topic which encompasses aspects of behaviour, identity, and gender. By exploring the language used to refer to the biological, physical, and social aspects of sexuality, the wider discourses informing understandings of these topics can be uncovered. It is argued here that discourses are upheld and given credence by dominant institutions within a society; thus, the media are a particularly important social force in the shaping of reality. Therefore, linguistic analysis of media messages about sexuality can shed light on how people may conceptualise their own sexual and gender identities and behaviours. To explore this, ten Australian-produced lifestyle magazines published from June 2008 to May 2009 are analysed. To allow an examination of how the construction of sexuality may differ according to gender and age, the magazines selected for analysis have a range of intended audiences: teenage female (Girlfriend and Dolly magazines), young adult female (Cosmopolitan and Cleo), adult female (Women’s Health and The Australian Women’s Weekly), young adult male (Zoo Weekly, Ralph, and FHM), and adult male (Men’s Health). All are primarily directed to a heterosexual audience. Using a discourse analytic framework, content, textual, and linguistic analyses of the cover lines, advice columns, and feature articles of these magazines are conducted, with a particular focus on the lexical items, speech acts, and pragmatic functions associated with references to sexuality. From these, broader discourses of sexuality are identified and examined. These discourses are discussed through reference to semiotic, feminist, and post-structuralist paradigms. The findings reveal that sex and sexuality within the sampled texts are framed within danger, pleasure, and gender discourses. The extent to which these discourses are drawn upon differs according to the audience of the magazine and frequently varies within each magazine. In all the magazines sampled, sex and sexuality are placed within wider discourses of individualism, whereby individuals are encouraged to take responsibility for their own sexual enjoyment and health. The analysis of the different language forms used to refer to sexual behaviours and identities reveals characteristic differences in how sex and sexuality are constructed in magazines targeted to women and men, and to teenage and adult women. This thesis contributes to existing research in this area by utilising linguistic analyses of sexual language within the Australian lifestyle media to identify sexual discourses which may contribute to common understandings of sex and sexuality. As language is our means of creating and reproducing sociocultural knowledge about aspects of social organisation, relationships, and individual behaviours, the sexual language used within a dominant social force like the media can have a great influence on how individuals conceptualise their own sexuality.

In this paper I counter the formalistic rejection of musical meaning and the consequent dismissal of the analogy between music and language. Although musical formalists may concede that music can express emotions and offer sonic analogues of dynamic relations, they claim that, contrary to a linguistic meaning, which would imply the inter-subjectively sharable reference to contents, purported musical meaning is vague, private, and arbitrary. Hence, they argue, music has no semantics, and, consequently, is not like language. However, the formalist account of linguistic meaning overlooks the pragmatic view of linguistic meaning. According to such an approach, language is a kind of action and linguistic meaning is determined by the use of language in specific contexts. Drawing on pragmatics, I will suggest that musical meaning is structurally and interestingly analogous to linguistic meaning, understood in such a way. A pragmatic understanding of music as communication, which is also supported by philosophical and empirical research on musical power to embody personal traits, is all what we need for answering positively the question of musical meaning. Musical works and musical performances are, like speech acts, communicational actions that activate and determine the vague and undetermined meaning of music, originated by music power of representing dynamic and emotional relations. Music’s determined meaning is actualized in virtue of its “context of use” (accordingly to the cultural-social conventions of practices), while, conversely, musical actions contribute meaning to its context(s). Generally speaking, musical meaning emerges through contextual relations and interpretational acts. In this regard, focusing on the reciprocal connection between group improvisation and conversation, I will finally provide an emergentist and non-intentionalist account of the pragmatic generation of musical meaning, which may be heuristically adopted also as paradigm of a conversational view of the interpretation of artworks.

Ever since the advent of generative theory, there has been a dispute in linguistics between formalist and functionalist approaches. At stake in this controversy is the autonomy thesis: i.e. the claim that linguistic knowledge is independent from, and irreducible to, the facts of language use. Under the autonomist view, language is both arbitrary and self-contained. Currently, the radically autonomous vision of syntax that is being pursued in Chomskyan circles has lent new urgency to the question whether phonology and syntax can in fact possess autonomy to the same degree. This problem has a long history (e.g. Anderson 1981), but it has lately received new and radical answers, notably through the Representational Hypothesis advanced by Burton-Roberts (2000) and Carr (2000): in the Representational Hypothesis, the language faculty is assumed to be radically autonomous, whereas phonology is functionally based and stands outside UG. This dissertation is concerned with the intermediate grammars and the variability that emerge in the course of linguistic change. It is based on evidence from the acquisition of Hebrew phonology and morphology, and a case study of a historical change affecting the grammar of Modern Hebrew. I propose a unified formal model for intermediate grammars in both language acquisition and (historical) language change, from a synchronic point of view, using the framework of Optimality Theory (Prince and Smolensky 1993). The topics discussed in this work are based on two different studies: (i) the acquisition path of Hebrew prosodic structure; and (ii) the variation involved in stop-fricative alternation in Modern Hebrew, as a result of historical changes. For both topics I suggest an Optimality Theoretic account of the phenomena, their cause, and their consequences. The study of language acquisition is based on two interrelated acquisition paths: (a) of prosodic structure of words out of morphological context; and (b) of prosodic structure within paradigms with regular morphophonological alternation, where the acquisition of Hebrew verb inflectional paradigms are examined. The acquisition path of words out of morphological context shows a pattern of gradual increase in prosodic structure (e.g. the number of syllables), involving a gradual increase in prosodic contrasts (e.g. diverse stress patterns), up until the child’s production is phonologically identical to the target forms. The increase in structure and contrast indicates a gradual transition from unmarked structures with input-output disparities (indicating phonological dominance) to marked structures, lacking input-output disparities (indicating lexical dominance). In the acquisition path of alternating paradigms, not only the child-adult relations are examined, but also the relation between words, where the target language itself exhibits input-output disparities, namely words drawn from alternating paradigms. This acquisition path provides evidence for the child’s restructuring of a lexical representation, as well as evidence for the transition from child-adult relation to the child’s input-output relation. In addition, I show that the phonological account of the acquisition of inflectional paradigms provides evidence for morphological development. One of the interesting findings in this regard is the emergence of morphological knowledge before actual inflectional suffixes are produced by the children. This finding would not be available without examining the interaction between prosodic and morphological factors. Another crucial finding dealt with in my study of acquisition is the scope of variation in the course of acquisition. I found that variation in children’s production is limited to the acquisition of the lexical contrasts existing in the language, and is not found in the acquisition of alternation resulting from phonological restrictions. The model I suggest for change in the course of acquisition predicts and explains this finding, based on evidence that children do not violate universal restrictions respected in the target language. The study of language change deals with spirantization in Modern Hebrew, where the alternation between stops and fricatives involves a great deal of opacity and free variation. The analysis suggested is based on a set of paradigms co- existing in the language and contradicting each other. I show that variation is restricted only to certain types of paradigms, conditioned by certain phonological properties. However, I argue that the co-existence of different types of paradigms indicates a change in the language, where the variable grammar is an intermediate phase, and the invariable paradigms indicate the direction of change. Similar to the acquisition path of single forms, and unlike the acquisition path of alternation within a paradigm, the direction of change in the case of Modern Hebrew spirantization is towards a loss of phonological generalization (i.e. towards lexical dominance). Through the investigation of language acquisition and language change, I examine in this work central issues in phonological theory, such as morphophonemic alternation and prosodic structure, in conditions of change. The phenomena investigated here provide insight to the nature of linguistic change in the following aspects: (i) the distinction between phonological properties that undergo change vs. phonological properties that do not undergo change; (ii) the directionality of change; and (iii) the scope of variation in the course of change. I argue that both language acquisition and language change share similar patterns with respect to these issues. Moreover, the change, its directionality and the variation involved, are accounted for by the same theoretical terms that account for the linguistic knowledge of a single ideal native speaker. I show that Optimality Theory suggests an appropriate theoretical framework for a unified generative analysis of this type.

This paper aims to explain why literature is taught in a language department. Three strong reasons are given for it. First, a literature course is ”practical” in a language department, since the language used in literature is usually not quite different from the language used in our daily life. Literary fictionality is not equal to impracticality; the speech acts in literature resemble the speech acts in real life. Second, a literature course is pleasurable as well as practical, since literature is to delight and instruct at the same time. A literary work can indeed help teach a language through its delightful form and content. Third, a literature course can be more holistic than a linguistics course or a language-training course, since it provides us not only with literary knowledge but also with general knowledge in life and for life. A literary text can be used to teach grammar, rhetoric, and pragmatics at once. It contains truth, beauty and goodness. It can help develop the students' linguistic competence, literary competence, and communicative competence. Confucius knew the importance of literature to language education a long time ago. Modern language teachers are following Confucius if they stress the importance of literature and use literary texts as language-teaching material.

The research motivation derived from the acknowledgement of the need to raise intercultural awareness in language education in Taiwan. In recent years, language learning draws on the importance of developing intercultural competence in language learning. However, the notion of culture is often seen in the classroom only as a static concept presented in the content of the language textbook (Littlewood, 2000; Guest, 2002). It has been argued that learning culture from the text in the classroom is problematic since the culture values introduced in the text are often generalised from the national perspectives (i.e. Chinese highlights group membership whereas American values individualism).The purpose of this study is to investigate how people from different backgrounds negotiate meanings in interactions. In particular, this study looks at how Chinese and English speakers employ (im)politeness strategies in their emails to develop intercultural understanding. It considers such issues as the role of this particular mediating technology, the cultural background of participants and other contextualised factors.The research intends to ”look beyond the texts of interaction to the broader contextual dynamics that shape and are shaped by those texts” (Kern & Warschauer, 2000, p. 15). In light of the research aims, ethnography seems to provide opportunities for the researcher to gain more in-depth understanding of the process of how meanings are formed in interactions by the interactants. However, due to the nature of computer-mediated communication, this research modifies ethnography for the use of online investigations. In attempt to investigate the negotiation of meaning in email interaction discursively, ethnographically-informed discourse analysis is formed for the research purposes. This oral presentation discusses the philosophical stance of ethnography and how it impacts on this research design. Finally, an example is shown to illustrate how speech act theory, politeness theory and ethnography of communication are used to analyse email data.

有效的研究范式应该是目标、问题、方法的统一。据此，当“修辞”重新定义为“一切使用语言实现自己意图的过程”，则“修辞学的根本目标”便应该设定为“以对言语行为的分析入手，有效地推进人的个体的社会化、群体的互动性、社会生活的现代化”。由此，修辞学的核心问题便是：当代生活中，人与人、机构与机构、人与机构的语言交往如何现代化？而要回答这一核心问题，最有效的核心概念就是：(新)言语行为。而相关的工具性范畴“主体类型”“意图结构”“语篇过程”“语境参数”“媒介”“关联度”“行为类型”“案例分析”“规则系统”(构成性规则/策略性规则)也就成为题中应有之义。而一系列前所未有的命题如“法律/政治/新闻······言语行为如何分析？”“案例库修辞学何以必要？”“实验修辞学何以展开？”等等也就拥有了理论建构的可能。这便是基于“新言语行为分析”的修辞学。

It is generally believed that the speech act of compliment has much to do with its correlated culture. Recently in Taiwan most studies on compliments or compliment responses largely concentrate on Mandarin; and little, if any, research has attempted to focus on aboriginals. The topics of compliments cause varied amount of ”imposition” on the addressee's part in terms of different language and culture background. The purpose of this research is to examine the identification of ”appropriateness” on certain complimentary topics in Atayal and Taiwanese cultures, thus to compare the amount of imposition between the two different cultures, and accordingly to observe the preferential responses to compliments in both. In this study, two main groups of subjects, the Atayal and the Mandarin-speaking Taiwanese, including subgroups of equal numbers of males and females, are inquired with a questionnaire consisting of certain preset complimentary topics. Collected data show that to the degree of appropriateness, the Atayal welcome less compliments from others than the Taiwanese, and the Atayal men especially dislike topics concerning the appearance and figure of their female families; non-personal topics are the most appropriate for both groups. To the degree of acceptability, the Taiwanese accept more than the Atayal, implying that the Taiwanese tend to practice the ”Agreement Maxim,” and the Atayal the ”Modesty Maxim” in the theoretical frame of Leech's ”Politeness Principle.” The result of the study reveals the fact that the speech act of compliment in Atayal culture performs more at a higher degree of FTA (Face Threatening Act) than it does in Taiwanese culture. The culture-dependently linguistic diversity also implies the inevitability of cultural frame in language learning.