USING SONGS AND SHORT STORIES TO DEVELOP LISTENING AND SPEAKING SKILLS AT A2 LEVEL

Abstract

The integration of authentic and semi-authentic materials such as songs and short stories in English language classrooms has gained increasing attention in recent years. At the A2 level of the Common European Framework of Reference (CEFR), learners often struggle to understand spoken input and express themselves orally due to limited vocabulary, slow processing speed, and lack of motivation. This article explores the pedagogical potential of songs and short stories as tools to enhance listening and speaking skills among A2 learners. Drawing on recent research in language pedagogy and applied linguistics, the study examines how these materials support language input, pronunciation awareness, vocabulary retention, and communicative fluency. Results from reviewed studies and classroom-based implementations reveal that songs and short stories promote deeper engagement, improve pronunciation accuracy, and strengthen the link between comprehension and production. The article concludes with practical strategies for teachers to integrate musical and narrative resources effectively into the A2 classroom context.