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Laura Gurzynski-WeissLaura Gurzynski-Weiss | Faculty

Assistant Professor, Department of Spanish and Portuguese

Office: Ballantine Hall 876
TEL: 855-6392
Email: lgurzynsat indiana dot edu

Education

Ph.D. Georgetown University 2010 with distinction
M.S. Georgetown University 2007
B.A. Marquette University 2005

Specializations

Peer-Reviewed Publications

  • 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), 201-29.
  • Gurzynski-Weiss, L., & Révész, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning 62(3), 851-79.
  • 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. 530-46). Wiley Blackwell.
  • 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. (2014). Graduate instructor in-class cognition and feedback provision over time. To appear 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.
  • Plonsky, L., & Gurzynski-Weiss, L. (2014). Research methods. In C. Fäcke (Ed.) Language Acquisition (pp. 31-49). Berlin: de Gruyter.
  • 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 36.
  • Gurzynski-Weiss, L. (in press). Triangulating graduate instructor learning in FL teaching methods:  Questionnaires, concept maps, and reflective teaching journals. To appear in Proceedings of the World Conference on Learning, Teaching and Educational Leadership.
  • 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: John Benjamins.
  • Gurzynski-Weiss, L., Al-Khalil, 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 R. Leow, M. Baralt, & L. Cerezo (Eds.), Technology and second/foreign language learning: A Psycholinguistic approach. Berlin: de Gruyter.
  • Gurzynski-Weiss, L., Long, A., & Solon, M. (accepted). Comparing interaction and use of space in traditional and innovative classroom spaces. To appear in Hispania.
  • Gurzynski-Weiss, L. (proposal accepted). Spanish instructors’ operationalization and interpretation of task complexity and sequencing in non-experimental foreign language lessons. Under consideration for the special issue “Task-based language teaching and learning” of The Language Learning Journal.

2014-2015 international research presentations

World Congress of Applied Linguistics, Brisbane; August 2014 Interlocutor & Instructor Individual Differences in Cognition & Second Language Acquisition. AILA ReN Symposium with Charlene Polio (Michigan State University), Susan M. Gass (Michigan State University), Kimi Nakatsukasa (Texas Tech University), & Avizia Yim Long (Indiana University)

University of the Basque Country; October 2015

American Association of Applied Linguists 2015; Toronto, Canada

Honors and Awards

Selected Current Research Projects

Classes 2014-2015

Fall 2014
HISP-S614: Topics in the Acquisition of Spanish
Cognitive-interactionist research methods in instructed SLA

HISP-S517: Foreign Language Teaching Methodology

Spring 2015
HISP-S326: Introduction to Hispanic Linguistics