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The present paper focuses on online tandem interaction in German and Spanish by students who are native speakers (NSs) of Spanish (L1), having  studied English as a second language English (L2) and are acquiring German as a L3 within a university program based on a A2/B1 level according CEFR.  In order to provide non-native speakers of German with opportunities to develop oral competence, online tandems were organized with students between a network of universities implied in the Project L3-Task.  During their online encounter, the tandem partners carried out task-based interactions related to the formal German language course in university education. The interactions were carried out outside of the classroom and recorded and stored by the students themselves with the help of a common video-conference platform.  Online tandems are carried out on the principles of  autonomy, reciprocity and diversity (Brammerts 2005, Telles & Vassallo 2006). In this article we show transcribed examples of  recording of students (A2/B1) describing the acquisition of discourse strategies.  Special attention is paid to the categories of collaborative, competitive and corrective feedback and negotiation of meaning. We focus also on pausing and turn taking regarding cultural conventions in discourse strategies. This study includes a total of 55 native speakers of Spanish, learning German in an institutional framework and 55 native speakers of German. Recordings are carried out outside of the classroom and organized according to the CEFR. All students had learned English as a second language which was useful for the technical setting of the tandem pairs.

During this first approach of case studies within L3-Task, we focused on the following research questions:

a. Does CF and NoM occur in learner-learner interaction even at a beginner levels (A1/A2)?

b. Does the strategy of NoM indicate being on the Threshold level of an autonomous speaker (B1)?

c. Do CF and NoM differ qualitatively and quantitatively according to levels and languages?

d. Can negotiated interaction promote grammar development in L2/L3- learners or just lexical adjustment?