For many language learners, learning Estonian, a morphologically rich Finno-Ugric language is different from learning other languages, but for these same reasons it is an interesting experience. Our interest centres on language learning strategies of motivated, language-aware adult learners. The research material has been collected by means of individual semi- structured in-depth interviews, for the preparation of which ideas have been drawn from existing research questionnaires on language learning strategies. There is a total of twelve interviews, which have been conducted with learners who have a great internal motivation to learn and who over a relatively short time have achieved a very high level of skill in the Estonian language. Participants in the research have nine different native languages.

The text has been transcribed with the help of speech recognition, and the recognised texts have been corrected by hand.

Through the interviews we gathered information about strategies for learning Estonian more broadly, while in this presentation we consider only topics related to grammar. The objective of this research is to clarify the perspective of motivated and language-aware learners on the role of grammar in learning Estonian. The method of qualitative content analysis and targeted coding have been used in analysing the material.

In the presentation we provide an overview of how the interviewed language learners conceptualise for themselves the importance of grammar; which ways of learning they prefer; to what extent they have received support from their knowledge of other languages in understanding and learning to use Estonian grammar, and how they are able to use the opportunities offered by the language environment.

Keywords: Language learning strategies, advanced learners, grammar, second language learning, Estonian language.