The teaching of the Chinese language in Sweden, and indeed the whole of Scandinavia, has always suffered from an absence of suitable teaching materials. Hitherto, there has not existed any teaching course specifically adapted to the needs of Swedish students, with the result that teachers have been forced to use English-language courses produced in the United States or England, or text-books printed in Mainland China or Taiwan

This paper reports on a pilot project which examined the effects on essay writing skills in advanced German of computer-based teaching which allowed a co-operative approach to writing and the pmvision of immediate teacher and peer feedback through the interactive display and networking of student work.

Third year German students were assigned to computer-based or conventional teaching groups taught by two different teachers using common materials and the same task-based approach. Prior to implementation of the project and again at the end, students were given a standard writing task to allow the level of their writing skills to be evaluated structurally and linguistically. The major focus was on the development of arguments, together with appropriate intmductions and conclusions. Grammar and expression were also measured to check whether the absence of an explicit focus on grammar had a detrimental effect on accuracy.

The students in these two groups along with all other third year German students completed a questionnaire that elicited information about their abilities and interest in German and their attitude to the use of computers. Teacher evaluation and qualitative data were obtained from participating students at the end of the project. Results indicated that the experimental students achieved significantly higher ratings for the logical linking of ideas in the body of their essays and were positive about the technology.

Final-year translation teaching in the Italian department at the University of Hull involves modules using a computer-based methodology from Italian into English. These modules are taught using Translt-TIGER and TransLit-TIGER, in the forms in which they are commercially available. The aim of our courses is to use technology in order to enhance the quality of training in translation. The modules are conceived of as a move beyond traditional practice towards a type of teaching model which may be more relevant to best practices in the translation profession. Indeed it may well hasten more students beyond the noise of interlanguage to the quiddities of idiom.

Manning argued that exploratory teaching is well suited to learning with computers, as it increases the learners' autonomy and motivation. The main thrust of this paper is to evaluate the merits of exploratory teaching of grammatical rules as opposed to the more traditional explicit or implicit approaches. It provides a brief description of tests carried out on a group of learners of French in the UK, working on gender agreement rules, using a specifically designed CALL program and presents and analyses the results of the testing, which favour the Exploratory approach.