Abstract
The role of consciousness-raising (C-R) to grammatical rules in second/foreign language learning has been positively discussed. This article intends to extend the discussion by differentiating two different types of C-R to grammar: C-R to mapping rules and C-R to formal rules. Mapping rules serve to associate meaning with linguistic form. Formal rules describe the formal system of a language. It is argued that C-R to the former, which occupies the central part of the learning task, is made possible with the help of C-R to the latter. This theoretical position may be called a 'catalytic' interface position. Also argued is that in order to activate the catalytic interface, learners must be provided with comprehension activities in which they comprehend the meaning of input given to them.
