Explores the influences of the telecollaborative learning environment on the development of second language (L2) pragmatic competence in foreign language learning from a sociocultural perspective. Focuses on "microgenesis," or development of the T/V distinction in pronouns of address as a test case representative of broader L2 pragmatic concerns. Two case studies are presented: one for French ("tu" vs. "vous") and one for German (du vs. Sie). (Author/VWL)