Abstract
The objective of this study is to propose metalinguistic verbalization as a way to help Spanish learners as a foreign language convert explicit knowledge into implicit knowledge. In second language classrooms, metalinguistic verbalization is usually carried out by teachers or appears in the textbook. But, in this paper, we will focus on metalinguistic verbalization carried out by learners and analyze its effects on Spanish as a foreign language acquisition. First, we will divide metalinguistic verbalization into three phases (input, restructuring, and output) and introduce the learner’s actions that appear in each phase. Second, we will explain how these actions influence the construction of implicit knowledge based on metalinguistic reflection, grammar consciousness-raising, noticing hypothesis, cognitive constructivism, meaningful learning, and comprehensible output hypothesis. As a result of the study, it has been theoretically proven that metalinguistic verbalization carried out by learners is a useful learning method that helps to form implicit knowledge. However, it should not be forgotten that learners should practice the target linguistic elements so that they can automatically process the acquired knowledge.
Published Version
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