Skip to main content
Indiana University Bloomington
  • People  |

collage of photos


Laura Gurzynski-WeissLaura Gurzynski-Weiss | Faculty

Assistant Professor, Department of Spanish and Portuguese
Associate Chair, Department of Spanish and Portuguese

Office: GISB 2127
TEL: 855-6392
Email: lgurzynsat indiana dot edu


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


Peer-Reviewed Publications

Peer-reviewed articles and chapters

  • Gurzynski-Weiss, L. (accepted). Factors influencing Spanish instructors’ in-class feedback decisions. The Modern Language Journal 100(1), spring 2016.
  • Gurzynski-Weiss, L. (in press). Spanish instructors’ operationalization and interpretation of task complexity and sequencing in non-experimental foreign language lessons. The Language Learning Journal. Advance online publication. doi: 10.1080/09571736.2015.1015151
  • 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.
  • Gurzynski-Weiss, L., Al-Khalil, M., Baralt, M., & Leow, R. (2015). The roles of type of feedback and type of linguistic item on L2 awareness in computer-mediated communication. In R. Leow, L. Cerezo, & M. Baralt (Eds.), Technology and second/foreign language learning: A psycholinguistic approach (pp.151-170). 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, 1393-1420.
  • Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (2015). Comparing interaction and use of space in traditional and innovative classroom spaces. Hispania, 98(1), 61-78.
  • 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 Spanish second language acquisition (pp. 530-546). Malden, MA: 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.

Books under contract

  • Gurzynski-Weiss, L. (Ed.). Expanding individual difference research in the interaction approach: Investigating learners, instructors, and researchers. Amsterdam/Philadelphia: John Benjamins.
  • Díaz-Campos, M., Geeslin, K. L., & Gurzynski-Weiss, L. Lengua en contexto: Introducción y aplicación de la lingüística hispánica. Mahwah, NJ: Wiley-Blackwell.

Special issue under contract

  • Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (accepted). TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? Studies in Second Language Acquisition 2017 thematic issue.

Articles and chapters under contract

  • Gurzynski-Weiss, L., Geeslin, K. L., Daidone, D., Linford, B., Long, A. Y., Michalski, I., & Solon, M. (submitted). 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.
  • Gurzynski-Weiss, L. (submitted). Instructor individual characteristics. To appear in S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition. New York: Routledge.
  • Gurzynski-Weiss, L., Henderson, C., & Jung, D. (submitted). Examining timing and type of learner-modified output in relation to perception in face-to-face and synchronous computer-mediated chat task-based interaction. To appear in M. Ahmadian & P. García Mayo (Eds.), Multiple perspectives on task-based language teaching and learning. Berlin: de Gruyter.
  • Gurzynski-Weiss, L., Jung, D., & Martínez Galiano, R. Pragmatic tasks in study abroad: A semester-long study. To appear in N. Taguchi & Y. Kim (Eds.), Task-based pragmatics teaching. Amsterdam/Philadelphia: John Benjamins.

2015-2016 conference presentations

  • TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? (organized with Avizia Y. Long & Megan Solon; first author). Colloquium presented at the Biennial Conference on Task-Based Language Teaching and Learning, Leuven, Belgium; September 2015
  • Teacher-initiated TBLT: A 16-week case study of design and implementation in a Spanish FL classroom (with Avizia Y. Long; second author). Biennial Conference on Task-Based Language Teaching and Learning​, Leuven, Belgium; September 2015
  • Interlocutor individual differences: Methodological perspective and scoping review (with Luke Plonsky; second author). Symposium on Interlocutor Individual Differences, Bloomington, Indiana; October 2015
  • Examining the role of instructor first language in classroom-based oral input (with Avizia Y. Long & Kimberly L. Geeslin; third author). Symposium on Interlocutor Individual Differences, Bloomington, Indiana; October 2015

Honors and Awards

  • Office of the Vice Provost of International Affairs Short-Term International Visitors Grant for “Symposium on Interlocutor Individual Differences in Cognition and Second Language Acquisition”; $1500; 2015
  • College Arts and Humanities Institute Conference Grant for “Symposium on Interlocutor Individual Differences in Cognition and Second Language Acquisition”; $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)
  • Interlocutor individual characteristics/differences and beliefs, cognition, and learning opportunities
  • TBLT and language instructors (collaboration with Dr. Andrea Révész, King’s College, London)
  • Corrective feedback in Spanish and Portuguese FL classrooms
  • TBLT and L2 pronunciation (collaboration with Dr. Megan Solon, SUNY Albany & Avizia Y. Long)
  • Variation in pronunciation instruction and feedback in Spanish FL classrooms: Examining instructors' beliefs and individual characteristics (collaboration with Avizia Y. Long & Lisa Baldwin Egar)
  • 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)
  • Heritage language instructors (collaboration with Dr. Diego Pascual y Cabo, Texas Tech University & Dr.