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The article deals with the concept of linguistic reflection in the field of foreign language education and its verbalization on metatextual level. The ability for linguistic reflection is an indicator of a developed linguistic personality. The purpose of this research is to study the reflection of foreign language students in higher school. Definitions of the key concepts for this work are given: linguistic personality and linguistic reflection. Linguistic reflection can be verbalized through metatextual inclusions: metatextual elements and metatext. The definitions of these concepts, a brief typology and characteristics are given. The material for the study was the texts of foreign language messages (oral, written) of Chelyabinsk State University students. Metatextual inclusions that students use in their foreign language statements are analyzed and classified. The importance of using metatextual inclusions for the statement as a whole is considered. The importance of the ability for linguistic reflection is emphasized not only for the development of a student’s linguistic personality, but also for the full functioning of the educational foreign language activity itself. Conclusions are made about the relationship between the ability for linguistic reflection and the common reference level. Students who are capable of reflecting on their linguistic behavior demonstrate a higher level of proficiency in a foreign language.

Reflection of foreign language students in higher education: metatextual level