This paper will analyze in detail how aspects such as syntactic dependency, the temporal equivalence between the indicative and the subjunctive or the correlation established between the expression of the so-called indirect style and deferred speech become defining characteristics of the haya cantado form in works dedicated to the teaching-learning of Spanish to foreigners. A corpus of 55 grammars and SFL manuals is analyzed, in which we will verify how its didactic treatment is proposed based on the analysis, among other aspects, of the terminological variation of its denominations, the definitions and the exemplification used. In this sense, the specific aims of this work are: (1) To analyze the treatment of the form haya cantado in the corpus. Special attention is paid to aspects such as syntactic dependency and the temporal equivalence or correlation between the indicative and the subjunctive while defining the form under study. (2) To review the existing terminological and conceptual variation. (3) To examine the relationships that the different works that make up the corpus establish, in each case, between the form haya cantado and other forms. Bearing in mind that the present perfect subjunctive is, on many occasions, defined as a verb form that is used to refer to an action completed in the present or the future, its relational nature makes it necessary to establish interconnections with other verb tenses and other elements present in the discourse. As a result of the study carried out, it is verified not only its characterization as a dependent and correlative verbal form, but also the low metalinguistic load existing in grammars and SFL manuals in relation to the form under study, especially in manuals belonging to the communicative approach. We start from the fact that in the teaching-learning of Spanish it is essential to attend to the form (Long 1991 and 1997), so that knowledge of the language in general and of the grammar of the verbal forms in particular will be decisive in the results of the training process. Metalinguistic reflection thus becomes one of the basic pillars of SFL (Pastor Cesteros 2005). Thus, the present contribution has as its ultimate aim to help SFL teachers and students in the selection of manuals and grammars in relation to the teaching of the Spanish verbal system, contributing, ultimately, to the assessment of the theoretical and applied advantages in the didactics of the studied form.
