ABSTRACT
Learners of Russian as a Foreign Language (RFL) enter the classroom with different beliefs and expectations about learning grammar. While some students express negative attitudes toward studying the grammatical aspects of the Russian language, others articulate positive attitudes toward grammar. This observation inspired the systematic investigation of student beliefs about learning Russian grammar in the FL classroom detailed in this chapter. Beginning-level learners of Russian (n = 67) at a research university in the United States were asked to fill out a survey on their opinions about various aspects of learning Russian grammar. The results of this descriptive study generate substantial implications for RFL instruction and curriculum design. The insights of this study not only help identify effective classroom practices for scholars and educators but could also inform the decision-making processes of language curriculum developers and textbook authors regarding, for instance, the use of inductive and deductive exercises to teach grammar in the RFL classroom.
