A Psycholinguistic Perspective on “Tandem Learning” in the Foreign Language Classroom

The current European Task-Based Approach hypothesizes that foreign-language (L2) learners can learn a language from using it; such a perspective lies at the heart of the concept of “tandem learning.” This chapter will provide a psycholinguistic explanation for the difficulties learners may have attempting to learn new language forms during communicative language use, and outline possibilities for linguistic and cultural learning during Tandem type activities.