Relating at work : facets, dialectics and face

This article examines ‘relating at work’. Recent theorising in pragmatics has drawn attention to the importance of analysing relations, and yet the pragmatic study of relations is now intertwined so closely with the concept of face (e.g. Arundale, 2010a; Holmes et al., 2011; Locher and Watts 2005, 2008) that it might seem the two are synonymous. In this paper, I review this research from a multidisciplinary perspective, and then report a study on ‘relating at work’ in which leaders and interns were interviewed about their experiences of starting work in a culturally unfamiliar setting. I focus on one dialectic, connectedness–separateness, and report the challenges they described in ‘making contact’. In the discussion section and on the basis of my findings, I argue the following points: (a) relating at work entails a complex web of interrelated facets and ‘smooth relations’ is just one of employees’ relational concerns; (b) Relational Dialectic Theory offers much potential for interpersonal pragmatics; (c) dialectic tensions can occur at the individual as well as the interpersonal/relational levels and an interactional achievement analytic perspective needs to be complemented by an individual perspective; (d) Relational Dialect Theory and Face Theory are complementary to each other and should not be conflated

Exploring organisational dissent in the online setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Organizational Communication at Massey University, Wellington, New Zealand

Online organisational dissent is an emerging phenomenon in our digital world. It occurs when employees express disagreement or contradictory opinions about organisational practices, policies, and operations via the internet. Organisational dissent research has investigated face-to-face dissent, but online employee dissent is at an early stage. However, online organisational dissent can improve effective digital and cross-cultural communication. Miss Chen explored the digital communication issue and built the scholarship of conceptualizing online dissent. The main findings and implications include: a) illustrated face is an explanatory mechanism for organisational dissent; b) organisational assimilation serves as a conflict-ridden process for dissent c) virtual organisational dissent relates more confidence in technology than fear of approaching communication; d) employees used the online platform to negotiate face in organisational dissent. This project contributes to our understanding of how online dissent is influenced by different psychological and cultural factors such as face concerns and anxiety in computer-mediated communication

LANGUAGE STRATEGIES IN INTERNATIONAL BUSINESS: NEW PROSPECTS FOR NEGOTIATION AND CONFLICT MANAGEMENT

With the COVID-19 pandemic of 2020 — when negotiations have been almost exclusively carried out in online settings — there is a growing need for research which addresses this new norm. This dissertation explores how linguistic cues can corroborate or challenge the established measures in negotiation and conflict management research. The overarching objective is to study the interdependence of language and culture in the presence of technology within the domain of international negotiations and conflict resolution. The first essay of the dissertation addresses the anomalies regarding the use of the two major negotiation strategies identified by prior research – questions and answers (Q&A) and substantiation and offers (S&O) – and their effectiveness across cultures. I triangulate between cognitive methods utilized in negotiations research (mental model convergence, fixed-pie bias), linguistic cues (words with positive and negative connotations), and language style matching (LSM), a novel analysis in international buyer-seller negotiations. Based on an online negotiation simulation between representatives of a high-context (Hong Kong Chinese) and low-context (U.S.) communication culture (total sample size is 300) and subsequent linguistic analysis of the transcripts, the essay questions the notion of normative strategy; shows the conditions when the strategies have an integrative versus distributive character; identifies cognitive mechanisms which explain why S&O might be more beneficial than Q&A in a high-context communication culture; and clarifies in which cultural contexts the index of language style matching reflects a deeper, cognitive simmilarity and in which an automatic process. The second essay is a systematic literature review of studies about language in international conflict management research. The essay emphasizes a positive potential of a conflict and suggests how it can be achieved linguistically in an intercultural environment. It shows how language can give a dynamic process to conflict management. Unlike the static view of conflict, the proposed theoretical framework underscores the importance of poly-contextual behavior, i.e., how the behavior changes across contexts. By focusing on the multilingualism, the essay further disentangles language and culture, which are often mixed together. The essay suggests short term and long term strategies for a dynamic conflict de-escalation in the domain of international business

Positioning (mis)aligned: The (un)making of intercultural asynchronous computer-mediated communication

Framed from positioning theory and dynamic systems theory, the paper reports on a naturalistic study involving four Chinese participants and their American peers in an intercultural asynchronous computer- mediated communication (ACMC) activity. Based on the moment-by-moment analysis and triangulation of forum posts, reflective essays, and retrospective interviews, this study charts out participants’ positioning trajectories and identifies five discursive practices (pronouns, epistemic phrases, evaluative phrases, emoticons, and posting style) as control parameters of participants’ positioning systems. The study also reveals that positioning in ACMC is multiple, emergent, and contested, defying preconceived roles and identities. Therefore, the success of ACMC can be attributed to the participants’ ability to make sense and make use of discursive practices to negotiate positions and achieve positioning alignment. The pedagogical implications of positioning interrogation and positioning intervention in ACMC are also discussed

Building trust in cross-cultural relationships: Active trust through culture mobilisation in Finnish-Indian project teams

This thesis examines trust building in Finnish-Indian distributed teams engaged in knowledge-intensive project work. To understand how actors build trust in the context of cultural distance and virtual collaboration, dynamic approaches to trust building and culture were adopted. The data were collected through interviews and observations in both geographical locations. In distributed project teams, static and slowly evolving trust creation models are not sufficient in explaining the ways trust is built to meet the needs of temporal project teams working distantly in a cross-cultural environment. Thus, this study suggests active trust as a solution in this challenging context of trust creation and places the main emphasis on the role of an active trustor. In doing so, this research challenges the static and passive trust models where trust development is focused on the trustee and their trustworthiness. Moreover, the study challenges the static culture approaches and adopts a dynamic mosaic perspective to culture as a collection of various cultural identities and elements that are used as resources. This allows for the examination of the agentic view of culture mobilisation. The findings illustrate how trusting parties are capable of mobilising various cultural elements and engage in purposeful trust-building practices to lessen the vulnerability caused by the unfamiliarity due to cultural differences and virtual communication. The agency in constructing actions to build trust is a central feature of collaborators who are successful in active trust building. Furthermore, researching the mobilisation of cultural elements in trust building revealed that the collaborators were not only drawing on existing cultural similarities but also engaged in a process of adjusting and adopting new cultural elements. The co-created third culture acted as the strongest nominator for active trust development in Finnish-Indian project teams. This thesis contributes to business practitioners working in the context of global teams where practices of active trust are needed to allow collaboration on complex and novel tasks that require efficient knowledge transfer. The findings guide team members to actively invest in the co-creation of shared culture elements and proactively shape the conditions for trusting

Human-Machine Communication: Complete Volume. Volume 4

This is the complete volume of HMC Volume 4

Language Development and Scaffolding in a Sino-American Telecollaborative Project

Previous research (e.g. Belz & Thorne, 2006; Ware & O’Dowd, 2008) has discovered that language learning can be afforded through intercultural telecollaboration. From a sociocultural theoretical perspective, the current study investigated the language development outcomes and process in a 10-week Sino-American telecollaborative project involving 10 college-level American learners of Mandarin Chinese and their respective native Chinese partner from China. The findings show that American learners’ production quantity in Mandarin Chinese increased steadily throughout the project whereas the quality of their production didn’t improve as rapidly. They also self-reported gains in age-appropriate cultural information, reading ability, and expanded vocabulary. The analysis shows the gains can be attributed to the scaffolding conditions (van Lier, 1996, 2004) that focused on friendship building and idea sharing in Mandarin Chinese and were specifically manifested in the operation of intersubjectivity, contingent help and handover by both American learners and their Chinese partners throughout the project. Possible underlying reasons for the unbalanced focus on form versus on meaning in the project were discussed. Based on the findings, pedagogical suggestions are provided to enhance the learning conduciveness of email-based intercultural telecollaborative projects, particularly those involving participants from oriental cultures

Forms and Fragments: Enactment of Cultural Identification in an Online Community of Chinese Living Overseas

This research is an interpretive study of the dynamics of cultural identification as enacted by Chinese individuals living overseas who participate in a virtual online community known as Wenxuecity.com. The study draws on intercultural communication theories of identity proposed by Carbaugh, Collier, and Hecht, as well as on my own integrative framework for the analysis of cultural identity, to explore the self-other interaction in identity enactment, the multidimensionality of identity, and the centrality of communication in processes of identification. Through the application of a qualitative analysis of online discourse, I found three primary forms of cultural identification-- perceptual, strategic, and positional cultural identification -- that reveal how online commentators make sense of their individual and group identities. Through online discussion of a variety of topics -- from China\u27s history, East-West tensions, to academic power structures and racial hierarchies in host cultures or media stereotyping and global hegemonic relations -- and using communicative strategies like self-other comparison, advice, and ideological debate, commentators enact both a sense of group cohesiveness as well as their internal, conflictive heterogeneity. Their discourse allows for the exploration of how multiple dimensions of identity -- individuality, sociality, materiality, and spirituality -- intersect to shape the fragmentary character of cultural identification. In the particular case of the group under study, the dominant trends observed reveal that cultural identification is a process characterized by the enactment of a sense of marginalization in host societies, heightened individuality, strategic attachment to or distancing from Chinese cultural membership, and ideological divisions

Exploring Workplace Connections of Employees with Multiple Role Expectations: Accommodating Communication Behaviors of Hospital Chaplains

The purpose of this study was to explore the communication behaviors of hospital chaplains in an effort to understand their workplace role. In the literature, most chaplain recognition related to spiritual interactions and improved health outcomes for patients, which left much information about their workplace lives unknown. This study used interviews with hospital chaplains to explore their communication behaviors. Using communication allowed chaplains to manage roles and uncertainty, build relationships, and handle the paradoxical interactions they encounter at work. The findings revealed that hospital chaplains, who operate as liaisons in their organizations, practiced convergence to accommodate others. They also managed the stress of dealing with a job where they are always in demand, but also undervalued by others with whom they work. The implications extend communication accommodation theory’s utility in the workplace. Future research should look at exploring the role of the chaplain from their coworkers’ perspectives

Social Networking in Second Language Learning

Aquesta tesi se centra en l'aprenentatge informal d'una segona llengua en comunitats en línia com Livemocha i Busuu. Els objectius són: (1) analitzar el potencial de les comunitats en línia per a aconseguir resultats d'aprenentatge a llarg termini; (2) examinar les accions dels estudiants mentre construeixen oportunitats d'ús de la segona llengua en aquests entorns, i (3) explorar les potencialitats i les limitacions de les eines de les comunitats en línia. Amb la finalitat d'assolir aquests objectius, l'estudi, que s'inscriu en el marc teòric de la perspectiva sociocultural i de la teoria de l'activitat, ha utilitzat una metodologia de recerca principalment qualitativa i centrada en el mètode etnogràfic. La recerca conclou amb una reflexió crítica sobre la importància de l'autonomia de l'estudiant. S'ha destacat que l'autonomia de l'estudiant és un requisit important perquè l'experiència d'aprenentatge informal en aquests entorns sigui eficaç. A més, aquest estudi tradueix els resultats obtinguts en un conjunt de recomanacions pedagògiques dirigides a experts d'entorns d'aprenentatge, a estudiants i a professors d'idiomes, per tal de fomentar una experiència d'aprenentatge en les comunitats en línia més positiva tenint en compte, també, la seva possible aplicació en un context d'aprenentatge formal.Esta tesis está centrada en el aprendizaje informal de una segunda lengua en comunidades en línea como Livemocha y Busuu. Los objetivos son: (1) analizar el potencial de las comunidades en línea para lograr resultados de aprendizaje a largo plazo; (2) examinar las acciones de los estudiantes mientras construyen oportunidades de uso de la segunda lengua en estos entornos, y (3) explorar las potencialidades y las limitaciones de las herramientas de las comunidades en línea. Con la finalidad de alcanzar estos objetivos, el estudio, que se inscribe en el marco teórico de la perspectiva sociocultural y de la teoría de la actividad, ha utilizado una metodología de investigación principalmente cualitativa y centrada en el método etnográfico. La investigación concluye con una reflexión crítica sobre la importancia de la autonomía del estudiante. Se ha destacado que la autonomía del estudiante es un requisito importante para que la experiencia de aprendizaje informal en estos entornos sea eficaz. Además, este estudio traduce los resultados obtenidos en una serie de recomendaciones pedagógicas dirigidas a expertos de entornos de aprendizaje, a estudiantes y a profesores de idiomas, con el fin de fomentar una mejor experiencia de aprendizaje en las comunidades en línea tomando en consideración también su posible aplicación en un contexto de aprendizaje formal.This thesis deals with informal second language learning in online communities such as Livemocha and Busuu. The thesis' objectives are: (1) analyse the potential effectiveness of these communities for long-term learning outcomes; (2) examine learners' construction of opportunities for L2 use in these environments; (3) explore affordances and constraints of online communities. To this end, a longitudinal multiple ethnographic case study approach was used under the theoretical framework of Socio-Cultural Theory and Activity Theory (AT). The research concludes with a critical reflection on the role of learner autonomy as a prerequisite for the creation of effective learning experiences in these environments, as this study clearly demonstrates. Moreover, the study translates its findings into a set of pedagogical recommendations for platform developers, learners and teachers to maximize the advantages of L2 learning in online communities as well as establish possible applications in formal learning settings