Laura Gurzynski-Weiss | Faculty
Assistant Professor, Department of Spanish and Portuguese
Office: Ballantine Hall 876
Ph.D. Georgetown University 2010
M.S. Georgetown University 2007
B.A. Marquette University 2005
- Interaction-and task-based classroom research
- Instructor and learner individual difference factors
- In-class feedback provision and perception
- Instructed second language acquisition and instructor cognition
- Gurzynski-Weiss, L., & Révész, A. (2012). Tasks, teacher feedback, and modified output in naturally occurring classroom interaction. Language Learning 62, 851-79.
- 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., & Baralt, M. (In press). Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. To appear in Studies in Second Language Acquisition.
- Gurzynski-Weiss, L. (In review). Instructor individual difference factors and oral corrective feedback: Investigating relationships in non-experimental classroom interaction.
- Gurzynski-Weiss, L. (In review). Instructor characteristics and the classroom-based SLA of Spanish. In K. Geeslin (Ed.), The Handbook of Spanish SLA.
Honors and Awards
- Scholarship of Teaching and Learning Research Grant from the Office of the Vice Provost for Undergraduate Education; Awarded May 2011
- Finalist, Christopher Brumfit PhD/EdD Award 2011, Cambridge University Press/Language Teaching Journal
- Foreign Language Area Studies Fellowship for Brazilian Portuguese, U.S. Department of Education and Georgetown University, 2009-2010
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/
- Instructor characteristics and second language Spanish
- Factors influencing instructors’ in-class feedback decisions in the Spanish foreign language classroom.
- The influence of foreign language teacher education on instructor beliefs and classroom behaviors.
- The effects of feedback type on learner noticing in task-based interaction (collaboration with Melissa Baralt, Florida International University)
- The roles of type of feedback, type of linguistic item, and awareness in L2 development in computer-mediated communication (collaboration with Ron Leow, Georgetown University, Maymona Al-Khalil, King Saud University, and Melissa Baralt, Florida International University)
- Interactional and task comparisons in traditional and innovative Spanish language classrooms (larger project in collaboration with IU graduate students Avizia Long and Megan Solon).
- Instructor individual differences and task-related variables in the Spanish foreign language classroom
- Social functions of code-switching in a first-grade Spanish/English dual-immersion classroom (collaboration with Melissa Baralt, Florida International University)