| This study sets out to investigate the effectiveness of grammar Consciousness-Raising (C-R) in the acquisition of English ergative constructions. Thirty-five Indonesian teachers-to-be participated in this research. They were given a Grammaticality Judgment Task (GJT) in the pre- and post-tests. In between these two tests, the participants were asked to attend a C-R session, in which they were taught the particularities of English ergative constructions. These participants’ scores from the two tests were analyzed by means of descriptive and inferential statistics. The findings of the study indicate that C-R brings about a statistically significant improvement subsequent to the C-R session. This suggests that C-R is effective in developing the participants’ explicit knowledge of the target structure (i.e. English ergative constructions), leading to their consciously noticing the structure, which, in turn, contributes to helping the participants acquire the English ergative constructions. The implication of the present study is that C-R may count as a pedagogical tool that in the long run can facilitate the acquisition of English ergative constructions. |