This study investigates the acquisition of pronominal reference in adult second language acquisition within the framework of the Government-Binding Theory of grammar. The analysis will draw conclusions regarding how grammatical explanations might be presented in Spanish language textbooks.
Unlike English, Spanish does not seem to be consistent with the principle that a pronoun should be free in reference. Since some Spanish structures with subjunctive complements are obligatorily disjoint in reference, it will be argued that verbs of volition in those structures contain certain features which call for disjoint reference.
Interpretation picture tests are used to assess second language learners' understanding of pronominal reference. Adult native speakers of English are tested at the beginning, intermediate and advanced levels of university Spanish language study.
Results show that in simple sentences students have no difficulty interpreting pronouns. When complex sentences are used, results show that regardless of complement type (indicative, subjunctive), students initially define the complement sentence as the binding domain for its subject, and allow the subject to (co)refer freely. The acquisition of the requirement for disjoint reference develops through the interaction of lexical/semantic properties of main verbs with the structural principles.
