2021-05-112021-05-112009-09FINGER, Ingrid; PREUSS, Elena Ortiz. Atenção ao input e aprendizagem: o papel da instrução explícita na aquisição do espanhol como L2. Letras de Hoje, Porto Alegre, v. 44, n. 3, p. 78-85, jul./set. 2009. e- 1984-7726http://repositorio.bc.ufg.br/handle/ri/19470This article aims at analyzing the long-term effects of formal instruction in the acquisition of implicit knowledge of the Spanish pronoun SE by a group of Brazilian learners. The initial study indicated that the pedagogical intervention that was conducted increased accuracy rates in both comprehension and production tasks. A new set of tests were applied to the same participants two years after the first data collection in order to verify if the beneficial effects of instruction would be long-lasting. The predictions were confirmed thus providing evidence for the Weak Interface Hypothesis with respect to the interaction between explicit and implicit knowledge in L2 learning.porAcesso AbertoEffects of explicit instructionEfeitos da instrução explícitaSpanish aspectual SEImplicit and explicit knowledgeSE operador aspectual do espanholConhecimento implícito e explícitoArtigo