A role is proposed for the lexicon in the grammatical consciousness-raising (GCR) framework for second language teaching outlined by W. Rutherford and M. Sharwood Smith (1987, 1988). First, a lexical framework that offers a series of questions to help teachers discover the relevant semantic and pragmatic information associated with grammatical structures is discussed. This framework assures a more systematic approach to what otherwise seems to be an infinite range of information. It is then argued that a consideration of the semantic and pragmatic generalizations and principles associated with grammatical structure is consistent with the major goals and assumptions of GCR. Activities for building lexical knowledge about grammatical structures that correspond with GCR activities are described, including judgment and discrimination exercises, such as drawing inferences, paraphrasing, creating context, and judging appropriateness. It is suggested that the vastness of information networks in a lexical framework necessitates teaching students various strategies that encourage schema building, associational thinking, and inferencing. These strategies sensitize learners to discovering this type of information for themselves and support language development. (MSE)