Speaking
Performance
The mastery of speaking skills in english is a priority for many
second-language or foreign-language learners. Consequently, learners often
evaluate their success in language learning on how much they feel they have
improved in their speaking skill. Thus,
it emerges many varieties of approaches to learn speaking, ranging from direct approaches
focusing on specific features of oral interaction to indirect approaches that create conditions
for oral interaction.
According to Alonso (2012: 49) speaking activities
that concentrate on getting learners to produce sounds, phrases or grammatical
structures range from activities, which are control by the teacher to
activities where the learners have more freedom to choose the language, they
use. Controlactivities generally focus on the learners producing language accurately,
while less control activities focus on developing the learner´s fluency
three-part expand functions of speaking to design the suitable materials for
the students. There are talk as
interaction, talk as transaction, and talk as performance. Each of these
activities is different in terms of form and function and needs different
teaching approaches.
a. Talk
as interaction
Talk as interaction refers to the
conversation that we usually do. It describes interaction that serves a
primarily social function. The focus ismore on the speakers and how they wish
to present themselves to each other than on the message.
b. Talk
as transaction
Talk as transaction refers to
situations where the focus is on the message or what is said or done. The
primary focus is on the message of making oneself understood clearly and
accurately, rather than the participants and how they interact socially with
each other.
c. Talk
as performance
The third type of talk is talk as
performance which refers to public talk that transmits information before an
audience. It can be such as classroom presentations, public announcements, and
speeches.
