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A well-known linguist, Givón, had said that “Today’s syntax is yesterday’s discourse” (1979: 209). As a crucial role in the discursive dimension, syntax has been preliminary put on several focuses in first language (L1) and second language (L2) acquisition areas. According to Chomsky’s proposed theory on Universal Grammar (UG) which claimed that there was an innate grammar knowledge in brain system, the rule-based view of language underlined the importance of syntactic knowledge in second language acquisition (SLA). Considering the booming interest in the exploration of SLA, researchers gradually moved to the path of delving into the integration of linguistic systems and syntactic components, which were the initial touch on the field of linguistic interface (White 2009, 2011; Dai 2014).

Since the beginning of the 21st, interface hypothesis (IH) put forward by Sorace and his colleagues has attracted plenty of interest in the field of SLA. It mainly concerns the mapping between linguistic subsystems and syntactic constraints, such as syntax-semantics, syntax-pragmatics/discourse interfaces (Wu et al. 2020). This hypothesis is proposed based on the usage-based view of language which is a diverged perspective on language acquisition evolving from a rule-based layer, remaining the exploratory concern on learner acquisition and application (Chang 2014). The usage-based theory is correlated with the core concept of second language interface (SLI) and confirms that language competence and performance are both determined by syntax, pragmatics, discourse, and other linguistically semi-autonomous modules which dynamically interconnect in language learning process (Gregg 1996).

1.2 Research Objectives

This study is conducted to investigate the developmental features and potential learning dilemmas that Chinese-English learners may encounter in the process of acquiring the anaphora resolution of personal pronoun based on the syntax-discourse interface. Therefore, the primary purposes are mainly focusing on EFL learners’ near-native and non-native acquisitional features and developmental tendencies of comprehending the syntax and syntax-discourse interface, and producing that interface knowledge in terms of the pronominal anaphora resolution.

Besides, the published framework on SLA of AR of personal pronoun from the interface perspective acts as a theoretical foundation exploring the specific interaction mechanism based on the cognitive-oriented influencing factors. The present study will be effective to investigate the Chinese EFL learners’ learning mechanism in-depth, and the collected data will shed light on probing into the constraints on developmental characteristics of language competence and performance.

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Chapter Two Literature Review

2.1 Overview of Personal Pronoun

This part illustrates definitions of AR of personal pronoun and the Binding Theory to clarify their essences and the internal classification in Chinese and English syntactic systems.

2.1.1 Definition of Anaphora Resolution of Personal Pronoun

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