| dc.description.abstract | The main goal of this investigation was to verify the effects and durability of the instructional treatment in the third person Spanish clitics learning, as they can be caracterized as basic and complex forms, according to a psycholinguistics view (PIENEMANN, 1985, 1989), in the spontaneous or controlled use of these forms, by brazilian university students with more and less experience in the study of the target language, and with more and less numbers of semesters attended in the Spanish course. The research was conducted with ten language learners. Six of these learners were in the third language semester, two were studying in the fifth semester and the others were seventh semester students. The students acomplished the DELE (Diploma de Español como Lengua Extranjera) test, and then were classified as more or less proficient. Data were collected through a pretest, immediate posttest and delayed posttest. The tests consist of gramammaticality judgment, timed and not timed, oral imitation test, sequence image description and oral narration test. For the statistical data analysis we used the International Business Machine Statistical Package for Social Studies (SPSS) software, from which we made use of the relative frequency, chi-square test, ANOVA for repeated measures and the CHAID tree test. Pedagogical intervention was conducted in the form of pedagogical strategies as explicit instruction, isolated instruction, corrective feedback, differences between brazilian Portuguese and Spanish related to the third person clitics use in both languages and production based instruction, using controlled and opened tasks. The results showed that the instructional treatment decreased the PB linguistic transference to Spanish in the learning of target forms. Thus, data also suggested that the instructional treatment led to the development and durable effects from the basic and complex forms that are in the process of language acquisition among the learners. | en |
