This paper explores the facilitative effects of various types of attention-drawing instructional conditions (explicit and implicit) on the acquisition of English dative alternation. Specifically, the study addresses: (a) whether differences in the degree of explicitness manipulated in various instructional conditions differently affect the learning of the target feature; (b) whether differences in the degree of explicitness in which the target feature is presented differently affect the level of awareness developed during the treatment; and (c) whether the level of awareness developed by learners during the treatment sessions correlates positively with their subsequent learning of the target feature. Results of the study show that: (a) students who received explicit instruction outperformed those exposed to implicit instruction; and (b) a higher level of awareness correlates positively with language development. (Contains 3 figures and 8 tables.)