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The current study aims to investigate different terms that spouses apply in order to address each other in different social strata in Iran and to discuss what these patterns reflect about the power and solidarity relationships of spouses in the present society of Iran. To this end, using a social class questionnaire, 97 participants were stratified to upper-middle, middle and lower-middle classes and then the patterns used by them were specified. Analysing the data suggests that Iran's religious and patriarchal society play important roles in the way that spouses address each other. Furthermore, it suggests that with the increase of educated and working women, the relationship between spouses is moving towards solidarity; however, power has found new ways of manifestations.

This study sets up to address two research questions: 1) the effect of teaching students self-questioning strategy while reading literary texts on students' ability to do so independently and 2) the effect of using this strategy on improving their comprehending of literary texts. To this end, 32 participants were taught self-questioning strategy using Dubravac and Dalle's (2002) model of question types. Findings suggest that students were able to ask questions independently at the end of the experiment. Furthermore, a paired t-test showed significant difference between the pre-test and post-test means of the participants. The finding of this research can have some implications for teaching literature to ESL students.

There is a dearth of research on hope in studies of second or foreign (L2) language learning. Therefore, the present research contributes conceptually to a deep understanding of hope for learning English as a foreign language and the ways it may be developed. To do so, an exploratory mixed-methods design was employed. Using in-depth interviews, qualitative data was collected from the advanced-level adult Iranian EFL learners. Grounded-based analysis of the data led to the emergence of forty-seven items tied to seven main components as well as inter-relationships between them. In the quantitative phase, a 47-item questionnaire of hope for learning EFL was designed and then piloted. Next, to test the validity of the piloting phase findings, the refined 46-item questionnaire of hope for learning EFL was administered to a convenience sample of EFL learners (n=330). Statistical analyses of the testing data confirmed that forty-six items are linked to seven broad underlying components of hope for learning EFL. The main factors building the construct of hope for learning EFL were confirmed. Moreover, core factor, interconnections between the identified components were developed and validated. The findings can provide invaluable clues as to the development of educational interventionist programs in the future.