Table 4 A Comparison of the L2 and L1 development of English Reflexive Reference.

From: Re-examining second language acquisition of English reflexives: new evidence for lexical learning driven process and against first language Transfer

Chinese-speaking L2 learners’ development of English reflexive reference

Native English children’s development of English reflexive reference (Chien and Lust, 2006; McDaniel et al., 1990; Wexler and Chien, 1985)

● The vast majority of low-proficiency learners showed unsystematic and free use of himself;

● Children younger than 4 years and 6 months old had unsystematic and free use of himself;

● A few L2 learners exhibited finite and non-finite discrepancy with regard to the long-distance reference to subject antecedents;

● Some children exhibited finite and non-finite discrepancy with regard to the long-distance reference to subject antecedents;

● Half of the middle-proficiency learners and a great majority of the high-proficiency learners referred himself o local antecedents only, attaining target-like performance.

● Children starting from the age of 4 years and 6 months old were able to refer himself to local antecedents, and attained target-like performance by the age of 6 years and 6 months old.

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