Tandem language learning: Difference between revisions

Revision as of 00:55, 10 July 2018

Revision as of 02:14, 10 July 2018

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# Insufficient knowledge: Native speakers may lack sufficient knowledge to teach their own language to others. It may also be very challenging and time consuming for students to be methodologically and pedagogically apt to design meaningful learning experiences (Drummer, 2012).<ref name=":0" />

# Error correction: According to Py (2000)<ref>{{Cite journal|last=Py|first=B|date=2000|title=La construction interactive de la norm comme pratique et come representation|url=|journal=Aile|volume=12|pages=77–97|pages=|via=}}</ref> as cited in Cappellini (2016)<ref>{{Cite journal|last=Cappellini|first=M|date=2016|title=Roles and Scaffolding in Teletandem Interactions: A Study of the Relations between the Sociocultural and the Language Learning Dimensions in a French-Chinese Teletandem|url=doi 10.1080/17501229.2016.1134859|journal=Innovation in Language Learning and Teaching|volume=10 |issue=1|pages=6–20|via=}}</ref> novice learners speaking in a foreign language during tandem programmes may make mistakes which provoke interruptions from the language experts that aim to correct the error. Such interruptions may hinder the flow of the conversation, disturb the fluency of the novice speaker and produce further foreign language anxieties.

* '''Task design''': &nbsp;If the online language interaction lacks proper integration within the learning process and the course curriculum, displays no pedagogical leadership and has carelessly designed tasks, the value of tandem language learning can be downplayed by both students and teachers alike (O´Dowd, 2013).<ref>O'Dowd, R. (2013). Telecollaboration and CALL. In Thomas, M., Reinders, H., & Warshauer, M. (Eds.) ''Contemporary computer-assisted language learning''. London: Bloomsbury Academic. pp. 123-140. Retrieved from <nowiki>http://site.ebrary.com/lib/uon/detail.action?docID=10632566</nowiki></ref> &nbsp;