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
- 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
- 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)
"Interaction and task-based classroom research: Challenges and opportunities," Universidad del País Vasco/EHU, October 2014
"The cognitive-interactionist approach to SLA: Theory in action," Universitat de Barcelona, November 2014
American Association of Applied Linguists 2015; Toronto, Canada
Honors and Awards
- Office of the Vice Provost for Research Grant-in-Aid; awarded spring 2014
- Office of the Vice Provost for International Affairs International Conference Grant; awarded spring 2014
- Short-Term Faculty Exchange, Universidad de Sevilla, 2013; 2014
- International Conference Grant, Institute for European Studies, Indiana University; Fall 2013
- 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
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/
- Instructor individual difference factors and L2 learning
- L2 classrooms as multifaceted sources of input (collaboration with Kimberly L. Geeslin)
- Factors influencing Spanish and Portuguese FL instructors’ in-class feedback decisions
- Task complexity and learners’ attention to pronunciation (collaboration with Megan Solon and Avizia Long)
- Error correction in non-experimental Spanish FL classrooms: Examining feedback amount, type, and consistency in relation to instructor characteristics
- Instructor beliefs and training in relationship to pronunciation-focused instruction and input (collaboration with Avizia Long)
- Task-based needs analysis in a university FL context
- Instructor beliefs about corrective feedback and their individual characteristics
- Social functions of code-switching in a first-grade Spanish/English dual-immersion classroom (collaboration with 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