The use of communication strategies (CSs) has been of interest on research into second language acquisition (SLA) since it can help learners to attain mutual comprehension effectively and develops understanding of interaction in SLA research. This study investigates and clarifies a wide range of CSs that learners of English and learners of Chinese use to solve language problems as well as to facilitate problem-free discourse in both text-based and video-based SCMC environments. Seven Chinese-speaking learners of English and seven English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads in this study. Each dyad participated in four interactions, namely, text-based SCMC in English, text-based SCMC in Chinese, video-based SCMC in English and video-based SCMC in Chinese. The interaction data were analysed along with an after-task questionnaire and stimulated reflection to explore systematically and comprehensively the differences between text-based and video-based SCMC and differences between learners of English and learners of Chinese. The results showed that learners used CSs differently in text-based and video-based SCMC compared with their own performance and indicated different learning opportunities provided by these two modes of SCMC. Although the difference in language was less salient than the medium effect, learners of English and learners of Chinese tended to have their own preferences for particular CSs. When these preferences appear to reflect an appropriate communicative style in one particular culture, learners might need to raise their awareness of some strategies during intercultural communication to avoid possible misunderstanding or offence. Some possible advantages of tandem learning interaction were also identified in this study, such as the potential to develop sociocultural and intercultural competence due to the opportunity to practice culturally appropriate language use with native speakers in a social context.

The diploma thesis deals with tandem method in teaching Czech as a foreign language. It is a language learning in pairs or in a small group of students with different mother languages. The thesis consists of two parts, theoretical and empirical. In the theoretical part social, didactic and lingvodidactic ways out of tandem method are described and we also specified the method. The summary of examples of the successful application of the method abroad and in the Czech Republic points to other possibilities of its utilization in our country. We organized lessons with using tandem method to do research. A questionnaire survey was used to obtain data. Basic benefits and limits of the method were found based on the data collection. For those interested in the method we form lingvodidactic recommendation for application of the method in teaching. We also propose the specific practical areas in which the method can be used. Keywords Czech as foreign language, teaching method, tandem learning, group work, cross-border cooperation.

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