This is a report of a research carried out by two people on the effectiveness of teaching methods and curricula of two institutions: one in Russia and the other in Nigeria, in the area of Russian language studies. Among questions resolved by the report include: what components in the curricula similar/dissimilar are contributing to a divergent ratio in the acquisition of language between the students in the two institutions? How has the high level of success in language teaching in one institution being fundamentally based on the training and retraining of the teachers of Russian language and on the ‘creative’ utilization of teaching and other instructional materials? And how has the curriculum taken care of the spoken, written, listening and reading aspects of the language? And what ratio does the social background contributed to the success in language acquisition in Russian institution?

The research design is a cross between developmental and experimental research. In the study, a latitudinal survey is carried out on fresh students who are exposed to Russian curriculum and teaching methodology to determine their level of acquisition and competence in the language within three months. Descriptive statistics are used to underline the differences of ability between students drawn from three samples.

The paper reveals that the language environment provided for students studying the Russian language is not solely responsible for a better acquisition of the language by the students used in the survey in the Russian institution. New teaching methods adopted by Russian institution have very significant percentage while the curriculum in the Nigerian university has remained static for a period of eight years. The paper also discovers that teaching aid in the Russian institutions also take greater percentage above language curricula.
The paper’s importance lies in its analysis of quotients responsible for attaining effective teaching of languages other than the native language of any country.