_ Put these ideas into an appropriate linguistic form.

_ Pronunciation of sounds correctly with accurate expression using appropriate hand movements and facial gestures.

For this reason, some researchers have limited the aspects of oral linguistic performance to five aspects:

 _ Intellectual aspect: It is the aspect in which thought processes take place, and the ideas intended to be communicated to the other are formulated and arranged in a logical order.

_ Linguistic aspect: It is the aspect in which vocabulary and sentences are formulated to express ideas.

_ The phonemic aspect: it is the aspect of pronouncing vocabulary and sentences correctly, achieving the articulation points of the letters and their manners with an appropriate performance.

_ The expressive aspect: It is represented by an accompanying performance, such as facial gestures and body movements.

_ The interactive aspect: It is represented by respecting the listeners, exciting them, influencing them, and leaving a positive impression on them.

If we want the educated child to reach good oral linguistic performance, he must be trained on:

_ The volume of the voice.

_ Proper articulation points of the letters.

_ Fluency.

_ Appropriate use of tone and intonation.

_ Use of body language.

The foundations of oral linguistic performance are:

_ Create the topics of discussion based on the children’s previous knowledge and personal experiences.

_ Encourage children to practice telling or retelling stories.

_ Allow the children to talk about their fears and dreams in an atmosphere of intimacy, affection and freedom.

_ Encourage children to talk about topics they like best.

_ Create natural or realistic situations in which the language performs its functions without affectation.

_ Choose the appropriate motive or appropriate excitability before speaking.

Approaches to speaking education:

There are two agreed on approaches to teaching speaking.

The 1^st approach: The social position: It is most provided by the family and the social environment surrounding the child; it is characterized by spontaneity and freedom in appropriate reception and production. Every social situation must have a speaker (sender), listener (receiver), and a spoken language (message), and this language is the tool of communication or exchange between the two parties.

The 2^nd approach: The educational position (artificial): It is most common in educational centers such as kindergartens and schools. The educator or teacher divides the children into groups, and this defines the field or topic of conversation and trains them on specific skills in each situation, until the educated children can speak in all the required situations. The educational position is a must; because oral language performance skills improve with training and deteriorate with neglect, the researchers and teachers had to search for correct and accurate ways and strategies to develop this skill.

There is no dispute that both approaches are very important in training and developing speaking skill because they are complementary. An expert teacher is the one who can combine the educational position with the realistic social position so that children feel that the language they learn has social benefits, represented in achieving effective communication between them and others.

Finally, we can summarize some points that help in developing the oral language performance skill of children:

_ Rely on good listening skills.

_ Use discussion and dialogue methods.

_ Use of role-playing and acting methods.

_ Use lingual games.

_ Use modern technical media.