Reflexive Pronouns. The Acquisition of Self-Forms by German Learners of English as L2

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Exploring the concept of language transfer, this seminar paper examines how prior knowledge of German influences English language acquisition, particularly regarding reflexive pronouns. It investigates whether German learners recognize the differences between English self-forms and German sich-forms. The hypothesis suggests that the similarities may lead to negative transfer, causing learners to misuse reflexive pronouns. The paper outlines its theoretical framework, methodology, and presents the study's results, discussing explanations and limitations before concluding with key findings.