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Speaking Performance


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.







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