The aim of this article is to examine the relationship between emotion, learning and organizing. In particular, this involves developing an understanding of how emotional and political aspects of organizing can shed light on the tensions between individual and organizational learning. The research highlights organizational dynamics created through repeated patterns of caution and blame within a public sector organization. The study shows how these dynamics inhibited processes of reflection and communication within the organization, undermining the implementation and further development of strategies explicitly designed for organizational learning. The article explores the politics that arise from attempts to organize learning, as well as how organizational politics are created from and reinforced by emotions expressed both individually and collectively. The final section covers discussions on the contribution of this study to organizational learning, the implications of the study for organizations, and issues for further research.
Speech etiquette is an essential part of culture, behavior and human communication. Based upon a theoretical framework of politeness and face-threatening acts (FTAs), this study investigates cultural differences in apology responses (ARs) moderated by the threatened face type and the relationship between participants. A discourse completion test, consists of twelve situations is used for data collection. The data was collected from 150 Pakistani Urdu speakers (teachers, doctors, army personals, lawyers, journalists and academicians) working in different institutions and 30 British English speakers (faculty members of English Department, Coventry University, UK, Leeds University, UK and British Association of Applied Linguistics members). The findings reveal that Pakistanis are found using more positive face threatening apology responses (Acceptance and Acknowledgment) including Absolution, Dismissal, Intensifiers, and Acknowledgement with Thanking, Advice, and Suggestion, than British speakers who tend to use both positive FTAs (Acceptance) based on Absolution “That’s Okay”, and Dismissal “no worries at all but be careful next time” and negative FTAs based on Evasion with Deflection and Evasion with Thanking. The findings further illustrate that the understanding and demonstration of politeness and face in conversation functions are susceptible to cultural and sociolinguistic variations.
The present study aims at establishing grammatical constraints on the borrowing of nouns (Ns) and verbs (Vs) in Urdu and English by adopting Noam Chomsky's Methodological Naturalism within the field of generative grammar as the theoretical framework of the study. For this purpose, the corpus of Pure Urdu and Pure English sentences from textbooks and the Oxford Dictionary of English was used in this study. The data were analyzed in the light of Minimalist Program, and the findings of the study reveal that there are certain grammatical constraints on the borrowing of Vs in Urdu from Persian, Arabic, Sanskrit, and Hindi as compared with English. It is observed that whenever Urdu borrows Vs from other languages such as Arabic, Persian, and Sanskrit, it adds its little v with the fossil form of borrowed verbs in order to retain the grammaticality of the sentence while in English Vs borrowed from Latin, old English is said to be used in their fossil form and can be used with the inflection of the English and has no effect on the grammaticality of the sentence. The reason observed is the drop v phenomenon. Urdu does not drop its little v due to which whenever it borrows Vs it adds its little v along with root form of borrowed Vs otherwise the resulting structure is considered as ungrammatical. If we talk about the borrowed Ns, there are no grammatical constraints on their borrowing because they can inflect with inflectional morphology of Urdu and English language.
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