Date of Award

Spring 2026

Degree Type

Thesis

Department

Languages, Literatures and Cultures

Director of Thesis

Olesya Kisselev

Second Reader

Lara Ducate

Abstract

Learners of Russian as a second language (L2) have long been documented to struggle with the Russian case system. However, pedagogy-oriented research on the acquisition of Russian case morphology remains limited. Addressing this gap, the current classroom-based and theoretically-motivated study reports a partial replication of Kisselev, Rubina and McManus (2025) with the addition of a delayed post-test, tutoring sessions, and improved materials. Quantitative findings match those of the original study, further supporting the effectiveness of Usage-Based instruction in Russian case pedagogy (90% average experimental-group score and 66% control-group score on a post-test). Qualitative analysis reveals additional factors shaping learning outcomes, including prior language background and learner agency, offering a novel exploration of underlying factors in L2 acquisition. We discuss the benefits and challenges of implementing a Usage-Based framework in L2 classrooms and conclude by outlining directions for future research, including the application of this pedagogical model to other grammatical domains.

First Page

1

Last Page

62

Rights

© 2026, Ryder L. Myrick

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