出版社：Faculdade de Letras, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：This 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.
关键词：efeitos da instrução explícita;SE operador aspectual do espanhol;conhecimento
