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volume 4, issue 7, 2025
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"EFFECTIVE TEACHING METHODOLOGIES FOR LEARNERS FROM A1 TO C2
LEVELS ACCORDING TO THE CEFR FRAMEWORK"
N.I.Turayeva
The English Teacher of the Academic lyceum under Turin Polytechnic University
Annotation:
This article explores effective teaching methodologies tailored to learners at each
level of the Common European Framework of Reference for Languages (CEFR), from A1
(beginner) to C2 (proficient). It highlights the pedagogical strategies that address linguistic,
cognitive, and affective needs of students at different stages of language acquisition. The study
also emphasizes the importance of scaffolding, differentiated instruction, learner autonomy, and
the use of authentic materials to enhance learners' progress. Practical examples and real
classroom applications are included to illustrate how teachers can adapt methods for each level.
By aligning teaching methods with CEFR descriptors, educators can deliver more targeted,
engaging, and outcomes-based language instruction.
Key words:
CEFR, A1–C2 levels, English language teaching, language acquisition, teaching
methodologies, differentiated instruction, scaffolding, learner-centered approach, language
proficiency, authentic materials, language pedagogy
Introduction:
The Common European Framework of Reference for Languages (CEFR) has
become a cornerstone in language education across the globe. It provides a standardized system
for measuring language proficiency, divided into six levels: A1, A2, B1, B2, C1, and C2. Each
level outlines specific communicative competencies that learners are expected to achieve.
However, effective instruction at each level requires not just an understanding of these
competencies but also an adaptation of teaching methodologies that correspond to the learner's
cognitive and linguistic development. In this article, we explore methodologies and practical
examples that best support learners’ language progress across all CEFR levels.
Teaching Methodologies for A1 and A2 (Basic Users)
At the beginner levels, learners require
highly structured and supportive environments where input is simplified and rich in context. Key
strategies include:
Total Physical Response (TPR): This method is especially effective for A1 learners. Teachers
give commands such as "Stand up," "Touch your nose," or "Open your book," and learners
physically respond. This helps learners connect meaning with language through kinesthetic
learning.
Visual Aids and Realia: Pictures, flashcards, videos, and real-life objects make vocabulary and
structures more tangible. For example, when teaching food vocabulary, using actual fruits and
vegetables in class makes learning memorable.
Repetition and Drilling: Sentence patterns like "This is a ..." or "I have a ..." are practiced
repeatedly to build automaticity. Choral repetition and substitution drills are highly effective.
Simple Dialogues and Role-Plays: Everyday scenarios such as "At the supermarket" or
"Introducing yourself" allow learners to practice survival English in context.
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Scaffolding: Teachers should model tasks and provide sentence starters (e.g., "Can I have...?")
before expecting learners to produce language independently.
Games and Songs: Using songs like “Head, Shoulders, Knees, and Toes” or games like “Simon
Says” makes learning enjoyable and boosts memory retention.
The focus at this level should be on listening comprehension, basic speaking fluency, and
vocabulary acquisition. Errors are expected and tolerated as part of the learning process.
Teaching Methodologies for B1 and B2 (Independent Users)
Intermediate learners can
engage with more complex structures and tasks that promote fluency and communicative
competence. Strategies include:
Task-Based Language Teaching (TBLT): Learners complete tasks that resemble real-world
activities, such as planning a trip, solving a problem, or writing an email. For example, a B1
class might role-play booking a hotel room, while a B2 group might discuss travel itineraries.
Problem-Solving and Discussions: At this stage, learners can debate simple topics (B1) or
current events and abstract ideas (B2). This enhances critical thinking and forces learners to
defend opinions.
Content-Based Instruction (CBI): Language is learned through subject matter. A B2-level lesson
might involve reading a news article about climate change and then writing a response.
Authentic Materials: Intermediate learners benefit from exposure to real-life resources like
magazine articles, YouTube videos, podcasts, or menus. For example, using a real restaurant
menu to practice ordering food.
Peer Collaboration: Group activities such as creating posters, conducting surveys, or preparing
presentations help learners develop teamwork and language skills simultaneously.
At these levels, learners begin to self-correct and seek precision in grammar and vocabulary.
Teachers can introduce more complex grammar such as conditionals, reported speech, and
passive voice, ensuring it's always linked to communicative needs.
Teaching Methodologies for C1 and C2 (Proficient Users)
Advanced learners are capable of
nuanced communication and require activities that challenge their thinking and refine their
language use. Strategies include:
Academic Writing and Debates: Learners can be assigned essays, research projects, and formal
debates on complex topics such as ethics, technology, or global issues. For instance, a C1 learner
might write a persuasive essay on the impact of social media, while a C2 learner might construct
an argumentative paper on artificial intelligence and ethics.
Project-Based Learning: Learners take responsibility for large-scale projects such as creating
podcasts, conducting interviews, organizing panel discussions, or designing a bilingual
newsletter. These projects foster creativity, critical thinking, and collaborative work—all using
the target language.
Critical Reading and Media Analysis: Reading editorials, literature, or scholarly texts helps
develop comprehension of subtle meaning, idiomatic expressions, and cultural nuance. Activities
may include comparing different news sources for bias or analyzing the persuasive techniques in
political speeches.
Learner Autonomy: Encourage activities like writing reflective journals, keeping vocabulary
notebooks, or using digital tools like Quizlet, Anki, or language blogs to manage personal
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progress. Teachers may also guide learners in setting SMART goals (Specific, Measurable,
Achievable, Relevant, Time-bound) for language improvement.
Error Analysis and Peer Review: Learners should be encouraged to find and analyze their own
mistakes through recorded speaking samples, writing portfolios, or peer feedback. Engaging in
self-assessment rubrics improves metacognitive awareness and independence.
Integrated Skills Activities: At this level, combining reading, listening, speaking, and writing
into a single task—such as watching a documentary, taking notes, and delivering a
presentation—reflects real-life language usage.
Teachers act more as facilitators and coaches, encouraging learners to use English as a tool for
deeper thought, creativity, and professional expression. At C2, learners are expected to
demonstrate mastery through persuasive argumentation, stylistic flexibility, and awareness of
register and tone. Exposure to advanced-level input is essential, including literature, academic
discourse, and native-level conversations.
Conclusion
Teaching English in alignment with the CEFR framework requires thoughtful
planning, pedagogical expertise, and continuous adaptation to the evolving needs of learners.
Each CEFR level presents different cognitive, emotional, and linguistic demands that should be
addressed through specific, research-informed methodologies. A1 and A2 learners benefit most
from structured input and confidence-building activities. B1 and B2 learners thrive on
communication, collaboration, and exposure to authentic content. C1 and C2 learners must be
intellectually challenged through analysis, production, and critical engagement with real-world
material.
Moreover, effective instruction across all levels includes an emphasis on motivation, feedback,
learner autonomy, and formative assessment. Teachers who tailor their approaches to match
CEFR descriptors can not only ensure measurable language growth but also foster learner
independence and intercultural competence. By embracing a dynamic and responsive teaching
philosophy, educators contribute meaningfully to lifelong language learning and global
communication.
Literature
1. Council of Europe. (2001). Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. Cambridge University Press.
2. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
3. Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education.
4. Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.
5. Willis, J. (1996). A Framework for Task-Based Learning. Longman.
6. Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
