An empirical study programmed with E-prime was conducted to investigate the acquisition of the English pronoun by Chinese-speaking learners at two different proficiency levels． The study has found that both of the groups had difficulty with Pronoun Interpretation Problem—PIP in the monoclausal sentences． In the biclausal sentences， the two groups correctly comprehended pronouns， observing Principle B of binding theory by identifying the coreference between the object pronoun in the embedded clause and the subject of the matrix clause outside the governing category ( GC) ． The high school group performed reliably better in accepting the coreference between the object pronoun and the subject of the matrix clause outside the GC than in rejecting the local binding inside the GC． The comparison between the two groups indicated that the English major group was better at rejecting local binding in biclausal sentences than the high school group， but worse in rejecting the object as the binder for the pronoun in the monoclausal sentences． These differences were accounted for from the perspectives of L1 transfer， sentence processing and structural parallelism．