Language learning often takes a long process and can be also done in different settings or environments: in family or at school, etc. The learning of a second language consists in finding some other forms that help being able to communicate fluently. It is a matter of knowing how to restructure all the sounds (of a given language) that permit to form and distinguish words, how to combine these words so as to make meaningful sentences and how to find a new organization of the meaning by the words and the grammar. After that, the learner starts trying to speak fluently in oral or writing. The teaching of speaking at school contributes, with the help of the teacher (through the different interactional and communicative given tasks), to the building of confident of the learner to speak orally. This article tries to put up these aspects relating to the acquisition and learning English as second language for the Senegalese learners in general, particularly the ones in the sixth form and proposes a reflection on the methods and techniques, most appropriate, for the implementation of the communicative skill. Thus, after the presentation and analysis of the different data collected through questionnaires, we will cross analysis the different results in order to draw practical conclusions. Then, we will focus on results and implications, on the basis of the aftermath of our study; we will propose recommendations to each stakeholder.