Based on the theoretical framework of Talmy (1985 et passim) and Slobin (1987 et passim) the present study analyses the influence of L1 patterns on the description of motion events with boundary crossings. Arab speakers avoid the use of manner of motion verbs in the description of these events and use simple path verbs (e.g. enter, go etc.), whereas speakers of English mostly use manner verbs (run, crawl etc.). These deeply engrained differences between L1 and L2 are a learning challenge in SLA. We analyse the use of manner verbs by an intermediate and an advanced group of Arab EFL learners, who live in the UK. Most learners either avoid the description or use path verbs as in Arabic. As the learners do not produce ungrammatical sentences, they will not receive negative feedback (e.g. from a teacher) and rely entirely on incidental learning from the input. However, despite the high frequency of these manner verbs in the daily input of the learners, they do not acquire the patterns of the target language even at a high proficiency level. Implicit learning in this context is hardly possible and explicit teaching and learning is needed to overcome the influence of the first language.

中文翻译：

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SLA中的L1模式的持久性：边界交叉约束和附带学习

基于Talmy（1985 et passim）和Slobin（1987 et passim）的理论框架，本研究分析了L1模式对具有边界交叉的运动事件描述的影响。讲阿拉伯语的人在描述这些事件时避免使用动作动词的方式，而使用简单的路径动词（例如，enter，go等），而讲英语的人大多使用方式动词（例如，奔跑，爬行等）。L1和L2之间这些根深蒂固的差异是SLA中的学习挑战。我们分析了居住在英国的中级和高级阿拉伯EFL学习者对方式动词的使用。大多数学习者要么避免描述，要么使用阿拉伯语中的路径动词。由于学习者不会产生不合语法的句子，因此他们不会收到负面反馈（例如 来自老师），并且完全依赖于从输入中获得的偶然学习。然而，尽管这些方式动词在学习者的日常输入中频繁出现，但是即使他们的熟练程度很高，他们也不会获得目标语言的模式。在这种情况下，隐式学习几乎是不可能的，需要明确的教与学来克服母语的影响。