Practical concerns in SL writing: working collaboratively across instructed settings using new technology tools

Abstract

The development of the four language skills in a given second/foreign language (sl/fl) is one of the major goals of language teachers. To reach to that end, language teachers need to develop learners’ communicative competence as it might enable them to use language appropriately in different contexts. Over the years, research has focused on this particular issue and it has emphasised the necessity of integrating the different components of the communicative model to better assist language learners (Usó-Juan and Martínez-Flor 2006, 8-15). It is the aim of this chapter to contribute to the ongoing research related to the four language skills by focusing on the skill of writing. The rationale behind this selection is based on the following aspects: (1) writing involves a complex cognitive process of learning which requires effort, time, practise, cultural knowledge, and of course, formal instruction; and (2) writing is not appropriately tackled in the instructed setting as in many cases it is performed individually and its major focus is the final product rather than the whole process of writing. Building on these assumptions, this chapter first reviews both the notion of communicative competence and the nature of writing. Then, it discusses the pedagogical value of different non-traditional materials for developing the language skill of writing. Finally, it presents an instructional approach for the teaching of the skill of writing from a communicative and collaborative perspective and fostering the use of new technology.