are discussed, this often happens in a context of public speaking. Speaking, however, is much more than that. Broader views focus either on communication realized to achieve specific purposes, e.g. to inform, to ask for explanations, etc., or they describe speaking in terms of its basic competences used in daily communication such as booking a room, giving directions, etc. Some definitions will be mentioned here: Florez (1999) defines speaking as a twoway process involving a true communication of ideas, information or feelings. This top-down view considers the spoken texts, the product of cooperation between two or more interact ants in shared time, and a shared physical context. Thus, proponents of this view suggest that, rather than teaching learners to make well-formed sentences and then -putting these to use in discourse we should encourage learners to take part in spoken discourse from the beginning and then they will acquire the smaller units (Nunan, 1989, 32). Solcova (2011) defines speaking as, the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts." Nunan (2003) defines speaking in a different way. He defines the construct with its sub-skills. He states that "teaching learners to speak in the foreign language" or "target language" means teaching them to: Produce the English speech sounds and sound patterns Use word and sentence stress, intonation patterns and the rhythm of the second language. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. Organize their thoughts in a meaningful and logical sequence. Use language as a means of expressing values and judgments. Use the language quickly and confidently with few unnatural pauses, which is called as fluency.
Chaneys (1998 - quoted in Solcova, 2011) definition describes as
the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998 cited in Solcova, 2011).
Burns & Joyce (1997) and Luoma (2004: 2) define speaking as an
interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are dependent on the context in which it occurs, including the participants themselves, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations can be identified. Speaking as defined has distinct genres. Speaking has been classified to monologue and dialogue. The former focuses on giving an interrupted oral presentation and the latter on interacting with other speakers (Nunan.1989: 27). Speaking can also serve one of two main functions: transactional (transfer of information) and interactional (maintenance of social relationships) (see Torky, 2006: 14). Broadly speaking, interactional speech is communicating with someone for social purposes. It includes both establishing and maintaining social relationships. Transactional speech involves communicating to accomplish something, including the exchange of goods and services. Most spoken interactions can be placed on a continuum from relatively predictable to relatively unpredictable (Nunan, 1991, p. 42). Interactional conversations are relatively unpredictable and can range over many topics, with the participants taking turns and commenting freely. In contrast, Nunan (1991; 2003) states that transactional encounters of a fairly restricted kind will usually contain highly predictable patterns (p. 42).
It can be noticed that two main approaches are adopted to define
speaking: the bottom-up and the top down approaches. Explaining the bottom up view, Bygate (1987: 5-6) points out that traditionally the focus in speaking was on motor perceptive skills. Within this context, speaking is defined as the production of auditory signals designed to produce differential verbal responses in a listener. It is considered as combining sounds in a systematic way, according to language specific principles to form meaningful utterances. This approach is adopted by audio- lingualism. Eventually, in terms of teaching speaking, the bottom-up approach suggests that we should start with teaching the smallest units- sounds and move through mastery of words and sentences to discourse (Torky, 2006). Actually, the problem with this approach is that it overlooks the interactive and social aspect of speaking, restricting it only to its psychomotor sense. Moreover, it is hard to ensure a satisfactory transition from supposed learning in the classroom to real life use of the skill. Alternatively, Bygate (1998: 23) advocates adopting a definition of speaking based on interactional skills which involve making decision about communication. This is considered a top- down view of speaking. What these approaches have in common is that they view communication and speaking as an interactive process in which individuals alternate in their roles as speakers and listeners and employ both verbal and non-verbal means to reach their communicative goals. This indicates that speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary ("linguistic competence"), but also that they understand when, why, and in what ways to produce language ("sociolinguistic competence"). Finally, speech has its own skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996; Florez, 1999). A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act (Florez, 1999). Hence, speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1996; Brown, 2001; Burns & Joyce, 1997 as quoted in Florez, 1999; Mater, 2013). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations (e.g., declining an invitation or requesting time off from work), can be identified and charted (Burns & Joyce, 1997). Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also they understand when, why and in what ways to produce language (sociolinguistic competence) (Murad, 2009).