Опубликован 24.01.2026
Ключевые слова
- tandem learning, foreign language education, higher education, communicative competence, learner autonomy
Как цитировать
Аннотация
The increasing demand for multilingual and intercultural competence in the global academic environment has encouraged higher education institutions to adopt innovative language teaching approaches. One such approach is the tandem method, which is based on reciprocal language learning through cooperation between speakers of different native languages. This article examines the theoretical background, instructional principles, and practical implementation of tandem learning in higher education. The study highlights the method’s effectiveness in developing communicative competence, learner autonomy, intercultural awareness, and digital skills. The findings suggest that the tandem method serves as a valuable complement to traditional language instruction and contributes significantly to student-centered learning in universities.
Библиографические ссылки
- Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
- Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.
- Little, D. (2003). Learner autonomy and second/foreign language learning. Guide to Good Practice, 1–23.