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How can I learn German at A2 level?

Evidence-based answer · Last updated · How it’s made

The short answer

There's no single source here that lays out a step-by-step "how to reach A2 German" plan, but the sources together support a clear, general picture: A2 is mainly a vocabulary and basic-grammar milestone, and the methods with the best evidence for building that base are spaced/retrieval-based vocabulary practice, reading paired with vocabulary tasks, multimedia input (video with captions/audio), and consistent exposure over time — none of which are German-specific findings, but they apply directly to a German A2 learner.

Asked as someone learning German. Findings drawn from German-specific research are framed for German learners and may not hold for other languages; where the evidence is general second-language research, the report says so.

A2 is defined mostly by basic vocabulary and grammar knowledge

The CEFR (the six-level A1–C2 scale used across Europe, including for German) treats the lower levels — A1, A2, B1 — largely in terms of how many words and which basic grammar structures a learner knows, and researchers argue it's actually easier to reach agreement on vocabulary targets for these levels than on more complex skills.3,5

In plain terms

CEFR stands for Common European Framework of Reference for Languages — it's the standard scale (A1 through C2) that German courses, textbooks, and exams like the Goethe-Institut tests are built around.

Real German learner writing at each CEFR level has been documented

A large public corpus of real German learner texts (alongside Czech and Italian), written by learners at every level from A1 to C1 in actual certification exams, exists and shows concretely what language typically looks like at A2 versus other levels.2

In plain terms

A 'learner corpus' is simply a big collected database of real texts written by language learners, used to see what people actually write and get wrong at a given level rather than just guessing.

Example

A learner or teacher could look at this database (called MERLIN) to see genuine A2-level German writing samples and compare their own output against them.

Spaced review beats one-time study for vocabulary retention

Studies on L2 vocabulary learning found that spacing out review sessions over time (for example, two weeks between reviews) produced roughly double the improvement compared to cramming or reviewing without planned spacing, and pairing spaced repetition with active recall (retrieval practice) works better than simple repeated exposure alone.7,8

Example

Instead of reviewing a big vocabulary list once right after learning it, a learner writes new German words down and revisits and tests themselves on them roughly every two weeks rather than every day, which research found produced stronger long-term recall.

Vocabulary sticks better when learners actively use words, not just read them

When learners do tasks with new words — like using them in exercises, matching, or generating their own sentences — rather than just encountering them passively in a reading text, they learn and retain those words better.6,8

Captioned video input helps vocabulary learning

In one study, learners who watched video with both audio and captions together learned word meanings better than those who only heard audio without captions, though captions alone were not clearly better than audio alone.10

Example

A German learner watching a German TV clip with German subtitles turned on may retain new words better than watching with no subtitles or just listening without visuals.

Serious games and storytelling can boost vocabulary at A2-B1

In a study of pre-service teachers already at A2–B1 German level, playing an educational ('serious') game raised vocabulary scores from an average of about 73% to 81% correct, and multi-component storytelling programs (combining storytelling with flashcards and motivational rewards) produced strong vocabulary gains for German-as-a-second-language students, including children and those with learning difficulties.1,4,11

Working-memory and mnemonic strategies can support vocabulary gains

Training learners in specific memory strategies (such as repeating, chunking, and rehearsing new words) improved vocabulary retention and the ability to use new words in tasks like discussions and writing, compared to a group that didn't receive this training.9

Continued exposure protects skills long after formal lessons stop

In a long-term study following advanced instructed language learners for eight years after their formal classes ended, those who kept some ongoing exposure to the language retained and even continued developing their oral skills, while even learners with limited ongoing exposure showed little loss of what they'd learned.12

In plain terms

This wasn't a study of German learners specifically or of A2-level learners, but it's relevant to anyone planning long-term language study, including toward and beyond A2.

What to do with this

Since the sources don't offer an Arabic-speaker-specific or German-specific roadmap to A2, the practical advice here is general good practice that applies well to reaching A2 in German: build a large enough basic vocabulary (A2 is essentially defined by this) using spaced review rather than cramming, actively use new words in exercises or sentences rather than just reading them passively, use captioned audio/video content alongside reading, and consider tools like storytelling-based or game-based vocabulary activities and memory-strategy training, all of which showed measurable gains in the cited studies. Because none of these studies were run with Arabic-speaking learners of German specifically, treat this as solid general-purpose guidance rather than an Arabic-to-German tailored method, and pair it with real German-specific resources (grammar and case-system materials) that these sources don't cover in detail.

Now pick something to do it with

Each of these opens an overview of the apps, courses and immersion material worth a look for that — filtered to exactly what the advice above points you at:

Or see the full resource list

Worth knowing

  • Most of the cited vocabulary-learning studies are not about German specifically — many involve English, Russian, or general L2 vocabulary learning in laboratory or classroom settings, so applying them to German is a reasonable but general extrapolation, not a German-specific finding.
  • None of the sources examine Arabic-speaking learners of German, so no claims can be made about transfer effects, false friends, or contrastive difficulty between Arabic and German.
  • The sources also don't provide a complete "how-to" curriculum for reaching A2 — they document specific interventions (games, storytelling, spacing, captions, memory strategies) tested in isolated studies, several with fairly small sample sizes, rather than a comprehensive method comparison for A2 specifically.

Want a deeper literature dive?

There’s enough published research here to go wider than the usual pass. Available on the Pro plan.

See plans

  1. [1]Yunus Alyaz, Dorothea Spaniel-Weise, Esim Gürsoy. A Study on Using Serious Games in Teaching German as a Foreign Language. Journal of Education and Learning 2017. doi.org/10.5539/jel.v6n3p250
  2. [2]Adriane Boyd, Jirka Hana, Lionel Nicolas, Detmar Meurers, Katrin Wisniewski, Andrea Abel, Karin Schöne, Barbora Štindlová, Chiara Vettori. The MERLIN corpus: Learner language and the CEFR. 2014. doi.org/10.63317/23nds6r6pxq7
  3. [3]Claudia Harsch. Proficiency. ELT Journal 2016. doi.org/10.1093/elt/ccw067
  4. [4]Barwasser, Anne, Urton, Karolina, Knaak, Turid, Grünke, Matthias. Effects of a Multicomponent Storytelling Intervention on the Vocabulary Acquisition of German L2 Adolescents with Learning Disabilities and Peer-Relation Difficulties. Insights into Learning Disabilities 2022. https://eric.ed.gov/?id=EJ1357405
  5. [5]Jan H. Hulstijn. The Common European Framework of Reference for Languages. ITL Review of Applied Linguistics 2014. doi.org/10.1075/itl.165.1.01hul
  6. [6]Marjorie Bingham Wesche, T. Sima Paribakht. Reading‐Based Exercises in Second Language Vocabulary Learning: An Introspective Study. Modern Language Journal 2000. doi.org/10.1111/0026-7902.00062
  7. [7]Duplice, John. The GoldList Notebook Method: A Study on L2 Vocabulary Learning. IAFOR Journal of Education 2022. https://eric.ed.gov/?id=EJ1345758
  8. [8]Rice, Caitlin A., Tokowicz, Natasha. A Review of Laboratory Studies of Adult Second Language Vocabulary Training. Studies in Second Language Acquisition 2020. doi.org/10.1017/s0272263119000500
  9. [9]Diana Ibarra Santacruz, David Martínez Ortega. Can Working Memory Strategies Enhance English Vocabulary Learning?. HOW 2018. doi.org/10.19183/how.25.2.410
  10. [10]Tetyana Sydorenko. Modality of Input and Vocabulary Acquisition. ScholarSpace (University of Hawaii at Manoa) 2010. doi.org/10.64152/10125/44214
  11. [11]Anne Barwasser, Karolina Urton, Turid Knaak, Matthias Grünke. Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students. Language Teaching Research 2021. doi.org/10.1177/13621688211047962
  12. [12]Nicole Tracy-Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell. Is Second Language Attrition Inevitable after Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users. Language Learning 2025. doi.org/10.1111/lang.12665