2022-11-222022-11-222020-04RODRIGUES, Rhanya Rafaella; PREUSS, Elena Ortiz. Interação entre diferenças individuaise efeitos de instrução explícita sobre entoação em espanhol/L2. Ilha do Desterro, Florianópolis, v. 73, n. 1, p. 391-408, jan./abr. 2020. DOI: https://doi.org/10.5007/2175-8026.2020v73n1p391. Disponível em: https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2020v73n1p391.e- 2175-8026http://repositorio.bc.ufg.br/handle/ri/21628Researchers have debated the need to consider the effects of interaction between pedagogical conditions and individual differences (IDs) on the process of second language acquisition (SLA) (AUTHOR; SANZ, 2016; SANZ; SERAFINI, 2018). Therefore, this study was developed to analyze the interaction between pedagogical conditions and IDs in the acquisition of declarative and interrogative utterances in Spanish / L2. For data analysis, three instruments were used: i) a questionnaire of historical and linguistic proficiency; ii) an attention control test; iii) sentence production and perception/comprehension tests of comprehension and production of sentences. In total, the study had 10 participants. The results showed that age and skills domain are variables that seem to have influenced the performance of participants.porAcesso AbertoDiferenças individuaisCondição pedagógicaInstrução explícitaEntoaçãoEspanhol/L2Individual differencesPedagogical conditionExplicit instructionIntonationSpanish / L2Artigohttps://doi.org/10.5007/2175-8026.2020v73n1p391