Introduction

Speaking is one of the most essential skills in second language acquisition, yet it is often considered one of the most challenging to teach and learn. For English as a Foreign Language (EFL) learners at level A2 (according to the Common European Framework of Reference for Languages – CEFR), speaking proficiency involves producing simple connected speech, participating in short conversations, and expressing basic needs, opinions, and experiences. This paper discusses effective strategies for teaching speaking skills to A2 learners, focusing on communicative approaches, task-based learning, and practical classroom activities.

Characteristics of A2 Learners

At the A2 level, learners can:

• Understand phrases and expressions related to immediate needs (e.g., shopping, family, work).

• Communicate in simple and routine tasks requiring direct information exchange.

• Describe aspects of their background, environment, and daily routines in basic terms.

• Rely heavily on memorized chunks, formulaic expressions, and limited vocabulary.

Challenges faced by A2 learners include limited fluency, difficulty sustaining conversations, frequent pauses, restricted vocabulary range, and low confidence in spontaneous speaking.

Principles for Teaching Speaking at A2 Level

1. Communicative Purpose: Activities should encourage meaningful interaction rather than mechanical repetition.

2. Scaffolding: Support learners through models, prompts, and guided practice before moving to freer production.

3. Fluency over Accuracy: While grammar is important, priority should be given to enabling learners to speak without excessive hesitation.

4. Recycling Vocabulary and Structures: Repetition across different contexts helps learners internalize functional language.

5. Authenticity: Tasks should mirror real-life communication, such as asking for directions, making suggestions, or describing daily activities.

Teaching Approaches

1. Communicative Language Teaching (CLT)

CLT emphasizes interaction as both the means and goal of language learning. At A2 level, pair work and group discussions are essential to maximize speaking opportunities. Teachers act as facilitators, guiding students to negotiate meaning and repair communication breakdowns.

2. Task-Based Language Teaching (TBLT)

In TBLT, learners engage in meaningful tasks such as planning a trip, ordering food, or role-playing shopping. These tasks promote problem-solving and authentic use of English, enhancing both fluency and motivation.

3. Role-Play and Simulation

Role-play helps A2 learners practice functional language in safe classroom contexts. For instance, students can simulate conversations between a tourist and a shop assistant, a doctor and a patient, or two friends making weekend plans.

Classroom Activities for A2 Speaking

1. Information Gap Activities: Students work in pairs with different information and must communicate to complete the task (e.g., spot-the-difference pictures, filling in a schedule).

2. Dialogues and Role-Plays: Learners practice functional language through structured role-plays (e.g., buying a train ticket, ordering at a restaurant).

3. Storytelling with Prompts: Students use picture sequences to narrate a simple story, helping them practice past tense and sequencing expressions.

4. Find Someone Who…: A mingling activity where learners ask and answer questions to find classmates who fit descriptions (e.g., "Find someone who likes pizza").

5. Opinion Sharing: Learners discuss simple topics such as hobbies, food, or favorite films, using sentence frames for support.

6. Project Work: Small projects, such as preparing a class presentation about their hometown or favorite celebrity, build confidence and integrate multiple skills.

Assessment of Speaking

Assessment at A2 level should focus on communicative competence rather than strict grammatical accuracy. Teachers can use checklists evaluating:

• Range of vocabulary and expressions used.

• Ability to maintain interaction and respond to questions.

• Fluency and effort to self-correct.

• Pronunciation clarity sufficient for basic understanding.

Formative assessment methods such as peer feedback, self-reflection, and teacher observation are recommended.

Conclusion

Teaching speaking at A2 level requires a balance between structured practice and authentic communication opportunities. By using communicative and task-based approaches, teachers can help learners gain confidence, develop fluency, and expand their ability to express themselves in everyday situations. With consistent scaffolding, supportive feedback, and engaging activities, A2 learners can progress toward independent communication and readiness for B1-level interaction.