Laura Gurzynski-Weiss | Faculty
Assistant Professor, Department of Spanish and Portuguese
Office: Ballantine Hall 876
Ph.D. Georgetown University 2010 with distinction
M.S. Georgetown University 2007
B.A. Marquette University 2005
- Instructed second language acquisition
- Interaction- and task-based classroom and quasi-experimental research
- Individual characteristics/differences
- Feedback perception and use
- Teacher cognition
- Research and teaching methodology
- Gurzynski-Weiss, L. (in review). Factors influencing Spanish instructors’ in-class feedback decisions.
- Gurzynski-Weiss, L. (in review). Spanish instructors’ operationalization and interpretation of task complexity and sequencing in foreign language lessons.
- Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (in press). Comparing interaction and use of space in traditional and innovative classroom spaces. To appear in Hispania, 98(1), March2015.
- Gurzynski-Weiss, L., Al-Khalil, M Baralt, M., & Leow, R. (in press). The roles of type of feedback and type of linguistic item on L2 awareness in computer-mediated communication. To appear in L. Cerezo Ceballos, R. Leow, & M. Baralt, (Eds.), Technology and second/foreign language learning: A psycholinguistic approach. Berlin: de Gruyter, 2015.
- Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (in press). The effects of task type and classroom environment on learners’ engagement with the language. To appear in M. Sato & S. Ballinger (Eds.), Peer interaction and L2 learning. Amsterdam/ Philadelphia: John Benjamins, 2015.
- Gurzynski-Weiss, L., & Baralt, M. (2015). A closer look at learner responses to feedback and their effect on noticing in face-to-face and computer-mediated task-based interaction. Applied Psycholinguistics, available online July 2014.
- Plonsky, L., & Gurzynski-Weiss, L. (2014). Research Methods. In C. Fäcke (Ed.) Manual of language acquisition (pp. 31-49). Berlin: de Gruyter.
- Gurzynski-Weiss, L., & Baralt, M. (2014). Exploring learner perception and use of task-based interactional feedback in face-to-face and computer-mediated modes. Studies in Second Language Acquisition 36(1), 1-37.
- Gurzynski-Weiss, L. (2013). Instructor characteristics and classroom-based second language acquisition of Spanish. In K. L. Geeslin (Ed.), The handbook of second language Spanish (pp. 530-546). Mahwah, NJ: Wiley Blackwell.
- Gurzynski-Weiss, L., & Révész, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning 62(3), 851-879.
- Baralt, M., & Gurzynski-Weiss, L. (2011). Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15(2), 201-229.
Articles in peer-reviewed conference proceedings
- Gurzynski-Weiss, L. (2014-a). Graduate instructor in-class cognition and feedback provision over time. In R. T. Miller, K. I. Martin, C. M. Eddington, A. Henery, N. M. Miguel, A. Tseng, A. Tuninetti & D. Walter (Eds.), Selected Proceedings of the 2012 Second Language Research Forum, 227-239.
- Gurzynski-Weiss, L. (2014-b). Triangulating graduate instructor learning in FL teaching methods: Questionnaires, concept maps, and reflective teaching journals. In Proceedings of the World Conference on Learning, Teaching and Educational Leadership 141, 171-181.
Manuscripts under contract
- Díaz-Campos, M., Geeslin, K. L., & Gurzynski-Weiss, L. Lengua en contexto: Introducción y aplicación de la lingüística hispánica (328 pp.). Mahwah, NJ: Wiley Blackwell.
- Gurzynski-Weiss, L., & Geeslin, K. L. L2 classrooms as multifaceted sources of input: The synergy of variationist and usage-based approaches. To appear in A. Tyler & L. Ortega (Eds.), Usage-based L2 instruction. Amsterdam/Philadelphia: John Benjamins.
2014-2015 International Research Presentations
- “Moving beyond LREs: Operationalizing a tri-dimensional constructo f learners’ engagement with the language” (with Dr. Melissa Baralt & Dr. YouJin Kim; second author). In M. Sato & S. Ballinger (Colloquium organizers), Understanding peer interaction: Research directions and pedagogical implications. American Association of Applied Linguists 2015; Toronto, Canada
- "The cognitive-interactionist approach to SLA: Theory in action," Universitat de Barcelona, November 2014
- "Interaction and task-based classroom research: Challenges and opportunities," Universidad del País Vasco/EHU, October 2014
- World Congress of Applied Linguistics, Brisbane; August 2014 Interlocutor & Instructor Individual Differences in Cognition & Second Language Acquisition. AILA ReN Symposium with Dr. Charlene Polio (Michigan State University), Dr. Susan M. Gass (Michigan State University), Dr. Kimi Nakatsukasa (Texas Tech University), & Avizia Yim Long (Indiana University)
Honors and Awards
- College Arts and Humanities Institute Conference Grant for “Interlocutor Individual Differences in Cognition and Second Language Acquisition” inaugural symposium; $7576; 2014
- Outstanding Mentor Award; Department of Spanish & Portuguese Graduate Student Advisory Committee; 2014
- Graduate Research Assistantship; Department of Spanish & Portuguese; Fall 2014
- International Conference Travel Grant; Office of the Vice Provost of International Affairs; $1500; 2014
- Grant-in-Aid, Office for the Vice Provost of Research; $3000; 2014
- Institute for European Studies International Travel Grant; $800; 2013
- Short-Term Faculty Exchange with the Universidad de Sevilla, Office for the Vice Provost of International Affairs; 2013; 2014
- Center for Arts & Humanities Institute Grant for Hispanic Linguistics Guest Lecture; $1000; 2012
- Scholarship of Teaching and Learning Research Grant from the Office of the Vice Provost for Undergraduate Education; $5000; 2011-2012
Selected Current Research Projects
- Founder/Convenor, Interlocutor & Instructor Individual Differences in Cognition and SLA, International Association of Applied Linguistics (AILA) Research Network (ReN) http://www.individualdifferencesinsla.com/
- Interlocutor individual characteristics/differences and beliefs, cognition, and learning opportunities
- L2 classrooms as multifaceted sources of input (collaboration with Dr. Kimberly L. Geeslin and several graduate students)
- TBLT and L2 pronunciation (collaboration with Megan Solon & Avizia Yim Long)
- TBLT and language instructors (collaboration with Dr. Andrea Révész, King’s College, London)
- Corrective feedback in Spanish and Portuguese FL classrooms
- Instructor beliefs and training in relationship to pronunciation-focused instruction and feedback (collaboration with Avizia Long and Lisa Baldwin)
- Task-based needs analysis in a Spanish FL context (collaboration with several graduate students)
- Social functions of code-switching in a first-grade Spanish/English dual-immersion classroom (collaboration with Dr. Melissa Baralt, Florida International University)
HISP-S614: Topics in the Acquisition of Spanish
Cognitive-interactionist research methods in instructed SLA
HISP-S517: Foreign Language Teaching Methodology
HISP-S326: Introduction to Hispanic Linguistics
HISP-S430: Acquisition of Spanish as a second language