The research applied verbal language production task and eye-tracking technology to investigate the cognitive model of L2 motion event processing of advanced and elementary Chinese German learners. The results show that: 1) the elementary German learners are prone to focus more on the internal time course of the motion event; 2) advanced German learners pay more attention to the motion endpoint 3) progressive markers impose influence on the motion event conceptualization through schematization and entrenchment. The results indicate that as the L2 proficiency develops, Chinese German learners can construct complete L2 representation, which lends support to the hypothesis of Conceptual Transfer Theory.