ABSTRACT
This chapter explores the extent to which communicative competence, a construct rarely invoked in second language (L2) writing literature, may serve as a goal for learners and thus help practitioners and researchers identify gaps in the literature. The components of communicative competence are reviewed in relation to writing, highlighting both how they have been previously understood and how they may be construed slightly differently when investigating L2 writing. The chapter presents a historical perspective that seeks to account for the relative lack of attention given to communicative competence in L2 writing research, despite its prevalence in language teaching and teaching methods classes. Three critical issues are then identified and discussed. Communicative competence is explored as a tool (1) to address the ongoing debate about the balance of language and genre in language instruction, especially in relation to multimodal composing; (2) to develop strategic competence in writing, a topic rarely explicitly addressed; and (3) to contribute to current debates in assessing writing. The chapter concludes with an overview of research methods that have been used to examine the various components of communicative competence, along with recommendations for how L2 writing researchers and practitioners may further their work with communicative competence in mind.
