The SPEAKING Model: You Assess Mine; I Assess Yours
Alberta Dansoah Nyarko Ansah, Cecilia Owusu Debrah

This research looked at how setting, participants, ends, act sequence, Key, and instrumentalities are used in classroom oral presentations in a Ghanaian university. In this study, six group oral presentations were recorded and transcribed. Focus group discussion motivated participants to share underlying beliefs, attitudes, and reasons for evaluating the presentations. The study found that academic oral presentations have comparable ideas and engage in speech community behaviours with peer-to-peer consequences. The research backs up the premise that a speaker's choice of language to produce a communicative event is impacted by various factors. Teachers are encouraged to teach language subjects and behaviours actively. Students should have numerous opportunities to utilise and respond to the words they acquire through peer discussions, presentations, and classroom discussions. Indeed, Barrett and Liu (2016) argue that students require more stringent language guidelines for communication.

Full Text: PDF      DOI: 10.15640/ijll.v10n1a4