The process of pronoun understanding in skilled and less-skilled EFL learners was investigated based on approaches used in Ll studies. Japanese university students at two different levels of English language proficiencies as determined by a standard test were asked to read the sentences which included the pronouns lze or sJze, and their reading times and comprehension accuracy were measured, The result showed that the less-skMed learners read the sentences focusing on the morphosyntactic

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... tlon of the pronoun, "Jhereas the skilled Iearners encoded the semantic information as well as the morphosyntactic cues. The reasons why the skilled learners performed better are discussed.