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Strategies used in requestive speech act and their effects on compliance have been the focus of a number of studies. Previous research, however, has dealt mainly with perceptive data elicited from one of the interlocutors involved in the use of mitigation. A sociolinguistic study could explore the perception of both the requestor and the requestee with respect to using such strategies. This article aims to study the possible correlation between request compliance and the use of mitigation devices. The question is what observable effects using mitigators have both on the requestor’s judgment of compliance and on prohibiting the requestee from rejecting the request. Four role-play interactions followed by stimulated recall procedures were used to collect the required data. The results obtained from the analysis of data revealed that, in similar situations, American requestors are comparably more certain than Iranians that the addressee would comply with their requests using fewer mitigation devices; while, as far as the requestees are concerned, Americans are more influenced by the use of mitigation devices on the part of requestors than Iranians.

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This study investigated how the degree of task difficulty, operationalized as the existence of a loose or tight storyline structure, affects self‐repair behavior in L2 oral speech. Thirty Iranian female lower‐intermediate EFL learners performed two oral narrative tasks, with loose and tight storyline structures. Then, they listened to the audio‐tapes of their own performances and were asked to report their thoughts at the time they were performing the task, retrospectively. Results of the analyses revealed that there is a relationship between task difficulty and self‐repair behavior such that with the difficult task, participants mostly effectuated appropriacy and different‐information repairs. However the participants who performed the less difficult task were predominantly concerned with rectifying their ungrammatical or lexically inappropriate utterances and therefore executed error‐repairs more frequently.

The paper reports a study on an emotionally-loaded dynamic assessment procedure used with Iranian EFL learners. It focuses on the effect of using emotional intelligence characteristics (based on Goleman's framework) as a tool for motivating learners while performing reading tasks. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute's normal procedures; a comparison group, which received dynamic assessment (DA); and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. Results showed that applying EDA procedures to reading assessment tasks made a difference in learners' level of performance in comparison to those who went through pure DA procedures who in turn performed significantly better than those who did not received DA in any form.