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

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.