Laura Gurzynski-Weiss

List of John Benjamins publications for which Laura Gurzynski-Weiss plays a role.


Book series


Instructed Second Language Acquisition Research Methods

Edited by Laura Gurzynski-Weiss and YouJin Kim

[Research Methods in Applied Linguistics, 3] 2022. xxiv, 388 pp.
Subjects Applied linguistics | Language acquisition | Language teaching
Subjects Applied linguistics | Language acquisition | Language teaching
Subjects Applied linguistics | Language acquisition | Language teaching


Gurzynski-Weiss, Laura, Lara Bryfonski and Derek Reagan 2024 Chapter 11. Teacher IDs and task adaptations: Making use of the TBLT Language Learning Task BankIndividual Difference Factors in Task-Based Language Learning and Teaching, Li, Shaofeng (ed.), pp. 324–355 | Chapter
This multi-site study explores how 18 graduate-level L2 teachers adapt tasks from the TBLT Language Learning Task Bank for specific learner needs and teaching contexts, and if their individual differences (IDs) influenced their adaptations. Participants first completed a questionnaire about their… read more
Jarrett, Dylan and Laura Gurzynski-Weiss 2023 Task-specific motivation and development of the Spanish L2 self during domestic immersionTASK 3:1, pp. 140–177 | Article
The present study considers global (Dörnyei’s 2005 L2 selves) and micro (task-specific) measures of motivation in a unique task-based context: a two-week, domestic Spanish immersion program for high schoolers in the United States (Gurzynski-Weiss, in revision). Data was collected from eight… read more
Gurzynski-Weiss, Laura and YouJin Kim 2022 Chapter 6. Unique considerations for ISLA research across approachesInstructed Second Language Acquisition Research Methods, Gurzynski-Weiss, Laura and YouJin Kim (eds.), pp. 125–146 | Chapter
In this chapter, which comprises Section III, we discuss several of the most important and impactful considerations that can affect ISLA research design, implementation, and interpretation across methodological approaches. We unpack the use of intact classes, small sample sizes, and recruiting… read more
Gurzynski-Weiss, Laura and YouJin Kim 2022 Chapter 1. Getting started: Key considerationsInstructed Second Language Acquisition Research Methods, Gurzynski-Weiss, Laura and YouJin Kim (eds.), pp. 3–28 | Chapter
This introductory chapter orients the reader to both instructed second language acquisition (ISLA) and research methods in general. We begin with an operationalization of ISLA, followed by an outline of the main research questions and overarching goals within ISLA, and specification of the… read more
Kim, YouJin and Laura Gurzynski-Weiss 2022 Chapter 15. Contributing to the advancement of the field: Collaboration and dissemination in ISLAInstructed Second Language Acquisition Research Methods, Gurzynski-Weiss, Laura and YouJin Kim (eds.), pp. 355–378 | Chapter
In this final chapter, we share suggestions for developing ISLA research that informs pedagogy and vice-versa, particularly focusing on the importance of training ISLA researchers, promoting collaboration among various stakeholders, and disseminating ISLA research to a larger audience. First, we… read more
Gurzynski-Weiss, Laura 2021 A conversation between task-based researchers, language teachers, and teacher trainersTASK 1:1, pp. 138–149 | Discussion
Geeslin, Kimberly L. † and Laura Gurzynski-Weiss 2020 Chapter 13. Preparing for tenure & promotionProfessional Development in Applied Linguistics: A guide to success for graduate students and early career faculty, Plonsky, Luke (ed.), pp. 181–202 | Chapter
The present chapter addresses the core issues related to the process of securing tenure with the primary goal of identifying the sources of confusion and making transparent some of the unspoken expectations that tend to dominate the field of applied linguistics. It is our belief that the better one… read more
The theoretical and empirical contributions of this current volume are united in their efforts to examine interlocutors and their individual differences. In this final chapter, I demonstrate how the four approaches – the cognitive-interactionist approach (Philp & Gurzynski-Weiss; Pawlak);… read more
In this chapter we examine the role of the interlocutor in second language (L2) learning and use from a cognitive-interactionist perspective, concentrating on oral interaction in face-to-face and (written and/or video) chat-based contexts. We center our discussion on the ways relationship, status,… read more
Gurzynski-Weiss, Laura, Kimberly L. Geeslin †, Danielle Daidone, Bret Linford, Avizia Y. Long, Ian Michalski and Megan Solon 2018 Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroomUsage-inspired L2 Instruction: Researched pedagogy, Tyler, Andrea E., Lourdes Ortega, Mariko Uno and Hae In Park (eds.), pp. 291–311 | Chapter
Input is a central, driving component in nearly all theories of second language acquisition, but little is known about the relationship between the instructor-provided input to which classroom second language learners are exposed and attested patterns of acquisition. Our study investigates this… read more
This chapter opens the second section of the volume, which focuses on second and foreign language (L2) instructors. After defining the research domain of instructor individual characteristics, the chapter provides an overview of the role(s) of the instructor situated within the interaction approach… read more
Despite the presence of non-teacher/non-peer learner interlocutors in primary (e.g., Gass and Varonis, 1985; M. H. Long, 1983; Varonis & Gass, 1985a, 1985b) and meta-analytic (Li, 2010) studies, and in interactionist theory and review articles (M. H. Long, 1996; Mackey & Goo, 2007), the individual… read more
Gurzynski-Weiss, Laura, Kimberly L. Geeslin †, Avizia Y. Long and Danielle Daidone 2017 Chapter 10. Linguistic variation in instructor provision of oral inputExpanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors, Gurzynski-Weiss, Laura (ed.), pp. 225–253 | Chapter
The current study examines the variable use of verbal subjects (e.g., explicit yo hablo vs. null hablo ‘[I] speak’), in oral production by five native-speaking instructors directed to Spanish foreign language (FL) learners in a university setting. Our data consisted of instructors’ oral… read more
Interactive tasks that have successfully promoted attention to form and language learning in face-to-face (FTF) can be ineffective when performed online (Baralt 2013, 2014). This research is concerning, given the push for online language classes in higher education (Leow, Cerezo, & Baralt 2015).… read more