Unlearning the boundary-crossing constraint: processing instruction and the acquisition of motion event construal

Abstract This study explores the effects of instruction on acquisition motion event construal among learners English as a second language. The challenge for with Verb-framed first languages is that they need to ‘unlearn’ boundary-crossing constraint and conflate manner in main verb, she ran into bank , however, there little research how this domain can be taught. We evaluate performance story-telling productive tasks using three experimental treatments involving 1) an input-only approach based principles Processing Instruction, 2) combined input output training 3) explicit information only about target construction. findings show constructions expressing taught learning generalised non-boundary-crossing structures not included material. effectiveness persists over two-week period, compares positively input+output teaching package.