- Is it possible to consider tandem learning as a form of instructed second language acquisition?

As Long (2017) points out, Instructed Second Language Acquisition (ISLA) means incidental and intentional, and/or implicit and explicit L2 learning where the learning processes are influenced by teacher/classmates/pedagogic materials. The objective of this paper is to reflect on tandem learning as a method that promotes the construction of an internal implicit linguistic system. In 1996 Long states that the corrective feedback that takes place during interactions in the second language, mostly arising from negotiation of meaning with native speakers, provides opportunities for language learners to focus on specific linguistic forms and thus leads to language learning. Gass (2007) stresses the importance of conversation in the process of language learning as the means by which learning takes places. In light of this, it could be argued that tandem language learning (TLL) enhances the learning process because peer-to-peer feedback and negotiation of meanings can foster explicit second language learning and thus can support the development of mental representations (Van Patten, 2017). At the same time TLL supports spontaneous and authentic peer interaction. i.e. promotes skill development. Theoretical considerations about the possibility of considering TLL within the field of ISLA will stem from the results of the analysis of the activities carried out for several years by participants in an eTandem-exchange between Italian and German students.