Iranian Housewives Motives for English Language Learning from a Discursive Psychology Perspective

Abstract

In this study, the principles of discursive psychology are used to critically analyze the accounts of Iranian housewife English learners on their motives and intentions for language learning. In the course of the analysis of semi-structured interviews with these housewives, four interpretative repertoires were identified: 'learning English for meeting the child"s need', 'learning English for a global need', 'learning English for a social need', and 'learning English for a psychological need'. The assumptions underlying these repertoires suggest that individuals" identities are tied to that of social pressure present in the family and the community. The results also indicate that these women"s perspectives on the notion of housewife are changing and fail to fully conform to the culturally accepted societal norms imposed on them in the society. Contribution/ Originality: This study contributes in the existing literature related to the discursive construction of accounts of Iranian housewives on their motives and purposes for English language learning. Four interpretative repertoires were identified in the analysis of the semi-structured interviews with these housewives who were learning English as a foreign language. 1. INTRODUCTION 1.1. Women in Iran Since the last part of the 20th century, one of the most significant and influential developments throughout the world have been an increase in higher education among women. According to Becker et al. (2010) this improved the lives of women in terms of having better marriage prospects, gaining better status of health, acquiring more effective parenting skills and making themselves ready for employment opportunities. Since the establishment of the Islamic Republic of Iran in 1979, female education has become the effective channel for improving women"s personal health and increasing their life expectancy, which resulted in the transformation of family structures (Caldwell, 1986; Cleland, 1990). In addition, female education in Iran contributed to increased participation in public affairs, which redefined women"s role and status in society (Shirazi, 2014).

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