Teaching speaking skills to future English as a Foreign Language (EFL) teachers requires a structured and pedagogically sound approach that goes beyond traditional communicative practices. This article proposes a stage-based methodological framework designed to systematically develop speaking competence among pre-service teachers. Drawing on contemporary theories of communicative language teaching, sociocultural learning, and reflective pedagogy, the study outlines key stages of speaking instruction, including awareness-raising, controlled practice, guided interaction, and autonomous production.

The paper argues that future teachers need not only linguistic proficiency but also methodological awareness of how speaking skills are taught and assessed. Through an analytical review of relevant literature and classroom-based observations, the study demonstrates that a stage-based approach enhances fluency, confidence, and pedagogical competence. The discussion highlights the importance of scaffolding, feedback, and reflective practice in preparing future teachers for real classroom communication. The article concludes with practical recommendations for integrating stage-based speaking instruction into teacher education programs.

speaking skills, EFL teacher education, communicative competence, stage-based instruction, scaffolding, teacher training

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