Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such“frameworks”——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan- Introduction There is a general consensus among language learning theorists, educational psycholo-gists, and language-teaching professionals that the learning of anything does not occur in avacuum.That is, successful language learning of whatever kind comes comes only only when what is be be can can be meaningfully related to something that is already known.Learning, inother words, must take place within some kind of familiar context or framework - an ex-tension of the familiar to the unfamiliar, if you will.The natural question to raise, then , iswhat such “frameworks ” - and ones familiar to the learner - we might identify for thelearning of second / foreign language grammar.In what way, we are entitled to ask, would grammatical consciousness-raising fit into this roughly-drawn very general picture of lan-