The construct of erotic woman in the history of Iran is a focal point in the history of sexuality. This study is designed to investigate when the woman become erotic using the genealogy. This article used two groups of historical documents: erotic pictures of the Safavid era, and written documents from this period. During the reign of King Abbas, the Great, a transition occurred from literary nudes to erotic nude in paintings. And since then, the images of women were presented with greater individuality in the organs. Towards the Late Safavid, nude images of women are continually symbolized the West. However, the question is not about the dualities of Western women and Persian women, but it is about the controversy between Christianity, Sufism, and Islam. Also numerous dissertations were written about this controversy. Therefore, nudity was attributed to the Western Christian woman. Through depicting female figures in solo paintings and murals, a new definition of femininity gradually began to emerge in the Persian man's imagination, and a kind of geographical shift in the Persian male desire was formed. The Christian woman become the object of Persian man 's longing, whose aftershocks were seen in the Qajar era more severely.

Dicto-Phrase, as a test of listening comprehension, requires test takers to reproduce the gist of selected propositions of language. The purpose of the study was to discover what kinds of linguistic knowledge as well as strategies and cognitive processes candidates make use of while performing on Dicto-Phrase. Five upper-intermediate participants were asked to think aloud while performing on the test tasks. Right after that, they answered related retrospective questions. Based on the transcribed protocols, task analysis, and the objective of the study, a coding scheme was developed for extracting common patterns of performance.The findings indicate that the participants used intelligent guessing, that is a compensatory strategy, frequently. In doing so, they drew upon topical knowledge and appealed mostly to immediate text rather than pretext or post-text. Whatsoever, they looked for more linguistic clues than discourse ones. Random guessing was also used but much less frequently with no significant gains for the test takers. One more strategy used very frequently was rereading strategy although in most cases revision was not considered.Dicto-Phrase was found to diminish the role of STM in making responses, boosting the role of LTM due to allowing for responses made on the basis of different levels of knowledge. In fact, the procedure was shown to be capable of recognizing sufficient (comprehensible and acceptable) responses as well as exact ones as correct. Otherwise two thirds of the sufficient responses would be lost. Consequently, the validity of the test scores representing the listening comprehension construct could be expected to be higher than other measures of listening comprehension recognizing only the exact answer.

During the last few decades, reading skills have been the focus of considerable research in the field of testing English as a foreign/second language (e.g., Barati, 2003, Aldersoll 2000, Urqlthart and Weir 1998). It was initially thought if general reading ability could be decomposed into skills, it could be taught and tested more effectively. It has, however, been argued that reading skills may not be tested by particular test items (Alderson, 1990). Unlike most previous studies trying to uncover the skills of a test already in use, this study investigated the latent patterns underlying reading skills, using a test developed exclusively for the purpose of this project. Some 272 male and female university students majoring in English literature and translation took a 43-item, multiple-choice reading comprehension test, concurrently with the academic reading section of IELTS. To discover the possible latent underlying traits, factor analysis was conducted on the data. The final analysis showed that a 9-factor solution and an 8- factor solution were the best explanations of the factor patterns. It can be concluded that the reading ability might consist of eight or nine major distinguishable and testable skills or probably more. Implications of the findings for test content, and for teaching, are considered.