This article presents possibilities for supporting textual competence in German as a foreign language, using the wiki-based platform Wikispaces, for Italian school and university-level learners of German who are confronted with writing tasks. The focus will be on the potential of writing-based learning arrangements in which the learners engage in collaborative writing activities in situational contexts. The aim and addressee of the required text are clearly recognisable and learners are able to reflect collectively and by themselves on the effects of their texts. Building on their existing competencies, they can also gain the necessary knowledge to complete the respective writing tasks. This makes it possible to take account of process, product and action orientation at the same time by focusing on the different phases of the writing process and on the functional and linguistic features of texts during the completion of the writing tasks. These are all important elements of effective and competence-supporting writing didactics. Finally, some examples of learning texts developed in two different writing arrangements will be discussed, having regard to aspects of textual competence in the foreign language.
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