The department of roman-german philology content based instruction of foreign language teaching course work done by

1.2. Methods and strategies of learning foreign languages
The Monitor Hypothesis
The monitor hypothesis seeks to elucidate how the acquired system is affected by the learned system. When second language learners monitor their speech, they are applying their understanding of learned grammar to edit, plan, and initiate their communication. This action can only occur when speakers have ample time to think about the form and structure of their sentences. The amount of monitoring occurs on a continuum. Some language learners over-monitor and some use very little of their learned knowledge and are said to under-monitor. Ideally, speakers strike a balance and monitor at a level where they use their knowledge but are not overly inhibited by it.
The Natural Order Hypothesis
This hypothesis argues that there is a natural order to the way second language learners acquire their target language. Research suggests that this natural order seems to transcend age, the learner's native language, the target language, and the conditions under which the second language is being learned. The order that the learners follow has four steps:
They produce single words.
They string words together based on meaning and not syntax.
They begin to identify elements that begin and end sentences.
They begin to identify different elements within sentences and can rearrange them to produce questions. Several of the programs described in this volume indicate that CBI can accelerate foreign language proficiency.
The statistics presented for the FSI programs are particularly impressive. When CBI was introduced into the FSI Russian program, the percentage of students reaching speaking and reading levels of ILR-3 ("professional proficiency") in a ten-month period rose dramatically. Stryker observes that when the Spanish Section introduced CBI at the end of its twenty-four-week basic course, statistical results showed average increases in speaking and reading scores that were significantly higher than the norms for Spanish training. Similarly, Klahn observes that the Columbia University students, on the average, gained one full point on the ACTFL proficiency scale after just one semester of her intensive CBI course. The written comments in both the FSI and Columbia University Spanish programs indicated that the students themselves thought their proficiency had increased substantially. Chadran and Esarey indicate three areas of proficiency gain as measured on the FSI proficiency test: 1) higher scores than their predecessors in the final oral proficiency interviews, 2) significant improvement in the areas of breadth of vocabulary and general discourse competence.