amp; Slobin 1994; Slobin 2004; among many others). This text consists of 29 black-and-white drawings showing the adventures of a child and his dog searching for a frog that has run away from them. The visualizations of the plot provide the reader ample space for a detailed description of what is happening (Slobin 2004). Concerning the phenomenon under analysis (i.e., verbs denoting motion events), we selected 20 images which clearly illustrate a change in movement. During class, students were first given five minutes to independently reconstruct the story; then, while they continued to observe the selected images, students were asked by the interviewers questions about the images using verbs in the past tense only; the basic starting question was “Describe what you think happened and why”. The students’ answers were audio recorded, subject to informed consent, then transcribed into text for analysis. Preliminary analysis of the data shows, for both English-speaking and Czech/Slovak-speaking learners, cases of correct auxiliary selection, cases of overgeneralisation of one at the expense of the other, and cases of omission, according to a distribution that partly reflects the characteristics of the learners' respective L1s, and partly could be explained by the characteristics of the motion event involved.