O USO DO CUANDO EM ESPANHOL: UM ESTUDO QUANTI-QUALITATIVO

Abstract

In this study we examine the benefits of instructional intervention in the learning of present subjunctive in Spanish, particularly the use of cuando, as explicit or implicit knowledge, by analysing the performance of participants in some activities: multiple choice, controlled answers, gap filling, describing images and creating stories. Such instruments were part of pre-tests, immediate post-tests and delayed post-tests. The subjects were 12 students of a Languages course at a private university. In order to provide statistical treatment, the Shapiro-Wilk test and the Kruskal-Wallis non-parametric test. The instructional intervention counted on a series of pedagogical strategies, namely: inductive and deductive explicit instruction of isolated nature, controlled practices and implicit instruction activities. Results show that instructional intervention has brought benefits, maintenance and durability in learning and the use of cuando in the present subjunctive in Spanish.