Dataset abstract This dataset contains the methodological procedure and resulting data from an eye-tracking experiment on the role of morphological boundedness as a manifestation of linguistic salience on attention, awareness, and early-stage acquisition (intake) of L2 morphological forms. Files include the complete set of stimuli used across task conditions, the resulting data files after cleaning, and the R code used to conduct the analysis (in .qmd and .pdf format).

Article abstract Salience—the extent to which a feature stands out from its environment—has been posited as an important cognitive factor in second language (L2) acquisition. However, supporting empirical research remains scarce, particularly looking at specific effects of salience properties in isolation. For example, to date no study has considered morphological boundedness individually as it relates to linguistic salience. Using an English-based semi-artificial target language in an implicit, reading-based learning task, this study compared the effects of boundedness on attention, awareness, and early-stage acquisition (intake) of L2 morphological forms. We further considered how boundedness interacts with morpheme length, which is also believed to impact salience. Finally, we considered the relationship between the effects of salience properties and certain external factors that might impact attention and awareness, namely learning condition (incidental versus intentional), and three individual learner variables: L2 proficiency, working memory capacity, and implicit learning ability. Eye tracking measured attention to and intake of target forms, and retrospective interviews measured awareness. Results showed greater skipping rates of bound versus unbound forms, but also greater fixation durations for bound forms, showing opposite effects of initial attention versus further processing. Longer forms were skipped less and fixated longer than short forms regardless of boundedness. Individual learner variables had no modulating effect on either salience variable, while the intentional learning condition yielded longer fixations on the short morpheme specifically compared to the incidental condition. Attention results only partially correlated with awareness of the forms, and no evidence of implicit learning of either form was found, suggesting that the relationship between salience, attention, awareness, and acquisition might not be as linear as some theories posit.