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 Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Effects of explicit instructionEfeitos da instrução explícitaSpanish aspectual SEImplicit and explicit knowledgeSE operador aspectual do espanholConhecimento implícito e explícitoArtigo