Organizing intercultural foreign language communication using the tandem method Authors

The gap between the requirements for linguistic and intercultural competence and the real learning conditions is one of the most pressing problems of modern higher foreign language education in Kazakhstan. Learning foreign languages without regular language practice with native speakers of the target language significantly complicates their effective use in real life. This study reveals the potential of the tandem method of learning foreign languages to create a natural language environment and improve the intercultural communicative competence of students. The purpose of this study is to provide valuable information on how, in the absence of a linguacultural and sociocultural environment, using the tandem method, to create opportunities for intercultural foreign language communication of students to develop their linguistic, academic, and intercultural skills. This article presents the Language Tandem platform developed by a research group based at Al-Farabi Kazakh National University, as well as the problems and successes of implementing the tandem method with the participation of local and foreign students. The results show that the opportunity for intercultural interaction with a native speaker of the target language sparked interest among the students. Students positively assessed the tandem method and its effective impact on the development of communicative and intercultural skills. In addition to improving intercultural communication skills, tandem learning develops initiative and independence, responsibility, critical thinking, and problem-solving skills. The implementation of tandem learning into the educational process will help to form a linguistic personality ready for intercultural dialogue. The results of the study will be useful for foreign language teachers and employees of higher education institutions working with foreign students.