The document discusses three main functions of speaking: talk as interaction, talk as transaction, and talk as performance. It outlines the key features and skills involved in each type of speaking. For talk as interaction, the focus is social and involves skills like small talk and turn-taking. Talk as transaction has an information focus and skills like explaining and confirming. Talk as performance transmits information to an audience and involves skills like sequencing information and engaging an audience. The document suggests teachers identify which speaking skills to focus on and design activities matched to developing each type of speaking function.

1. Developing Classroom
Speaking Activities;
From Theory to
Practice
Jack C Richards

2. Reported By
• Miss Khanuengnit Thongkliang
• No. 57120803125
• TESOL 8

3. Introduction
• In designing speaking activities or instructional materials for
second or foreign language teaching it is also necessary to
recognize the vary different functions speaking performs in
daily communication and the different purposes for which our
students need speaking skill.

4. Functions of speaking
1. Talk as interaction
The main features of talk as interaction can be summarized as
follow:
• Has a primarily social function
• Reflects role relationships
• Reflects speaker’s identity
• May be formal or casual
• Use conversational conventions
• Reflect degree to politeness
• Employ many generic words
• Use conversational register
• Is jointly constructed

5. Some of the skills involved the using talk as interaction are:
- Opening and closing conversation
- Choosing topics
- Making small-talk
- Recounting personal incident and experiences
- Turn-taking
- Using adjacency-pairs
- Interrupting
- Reacting to others

6. 2. Talk as transaction
This type of talk refers to situations where the focus is on what
is said or done.
The main features of talk as transactions are:
- It has a primarily information focus
- The main focus is the message and not the participants
- Participants employ communication strategies to make
themselves understood
- There many be frequent questions, repetitions and
comprehension checks
- There may be negotiation and digression
- Linguistic accuracy is not always important

7. Some of skill involved in using talk for transactions are:
- Explaining a need or intention
- Describing something
- Asking question
- Confirming information
- Justifying an opinion
- Making suggestions
- Clarifying understanding
- Making comparisons
- Agreeing and disagreeing

8. 3. Talk as performance
This refers to public talk, that is, talk which transmits
information before an audience such as morning talks, public
announcements, and speeches
The main features of talk as performance are:
- There is a focus on both massage and audience
- It reflects organization and sequencing
- Form and accuracy is important
- Language is more like written language
- It is often monologic

9. Some of the skills involved in using talk as performance are:
- Using an appropriate format
- Presenting information in an appropriate sequence
- Maintaining audience engagement
- Using correct pronunciation and grammar
- Creating an effect on the audience
- Using appropriate vocabulary
- Using appropriate opening and closing

10. Implications of teaching
1. To determine what kind of speaking skills the course will
focus on.
2. Identifying teaching strategies to “ teach” each kind of talk.
3. Involved in planning speaking activities is determining the
expected level of performance on speaking task and criteria that
will be used to access students performance

11. Apply in my classroom.
I specified the situation or topic and use role play activities to
develop my speaking class as follow:
1. Talk as interaction
- Chatting to an adjacent passenger during a plan flight
- Chatting to a friend over lunch time
2. Talk as transaction
- Making a telephone call to obtain flight information
- Ask someone for directions on street.
3. Talk as performance
- Giving a class report about a school trip
- Giving a speech of welcome