An experiment in language behavior comparing two methods of learning grammatical word order in a new language presents scientific evidence supporting the use of pattern drills in foreign language teaching. The experiment reviews the performance of three groups attempting to learn small segments of Russian "microlanguage": (1) a drill group learned through pattern drill, (2) a control group was trained with grammar rules and vocabulary lists, and (3) an experimental group learned through a combination of these two methods. Conclusions are discussed from the point of view of the linguist, the language teacher, and the psychologist. A general discussion of grammar and experimental procedures is included. Extensive statistical material, references, and an appendix are also furnished. (RL)