Department of Spanish and Portuguese

• Kim, Y. J., Gurzynski-Weiss, L., & Tracy-Ventura, N. (contracted). Task-based language teaching: Design, implementation, and evaluation. John Benjamins.
• Gurzynski-Weiss, L., & Kim, Y. J. (Eds.) (2022). Instructed second language acquisition research methods (388 pp.). John Benjamins.
• Gurzynski-Weiss, L. (Ed.) (2020). Cross-theoretical explorations of interlocutors and their individual differences. John Benjamins.
• Gurzynski-Weiss, L. (Ed.) (2017). Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors. John Benjamins.
• Díaz-Campos, M., Geeslin, K. L., & Gurzynski-Weiss, L. (2017). Introducción y aplicaciones contextualizadas a la lingüística hispánica. Wiley-Blackwell.

Special issues

• Gurzynski-Weiss, L. (2020). In pursuit of the dynamic nature of learner individual differences. [Special issue]. Studies in Second Language Learning and Language Teaching, 10(1).
• Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (Eds.) (2017). TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? [Special issue]. Studies in Second Language Acquisition, 39(2).

Peer-reviewed articles and chapters

• Gurzynski-Weiss, L., & Brandy, A. (in preparation). The role of teacher individual differences in instructed second language acquisition. Invited in M. Sato & S. Loewen (Eds.), Routledge Handbook of Instructed Second Language Acquisition
• Gurzynski-Weiss, L., & Pineault, C. (in preparation). Open-access sites as catalysts for teacher education: Insights from the TBLT Task Bank. Invited in X. Gutierrez, B. Ogilvie, & L. Bryfonski (Eds.), Tasks in teacher education (Special issue for the TASK journal).
• Gurzynski-Weiss, L. (in preparation). The TBLT Task Bank: An open-access collaboration between teachers, researchers, and teacher trainers. Invited in M. Sato (Ed.), Researcher-Practitioner Collaborations.
• Serafini, E. J., Torres, J., & Gurzynski-Weiss, L. (in preparation). Working title: Teachers as change agents: Teacher perceptions of and approaches to designing and implementing ‘critical’ tasks. Invited in P. Toth (Ed.), Advancing social justice in language education.
• Gurzynski-Weiss, L., Wray, M., & Coulter-Kern, M. (accepted). Broadening needs analysis in primary school settings: An example from L2 Spanish in the United States. Invited in R. Gilabert & A. Malicka (Eds.), Task-based needs analysis. John Benjamins.

• Zalbidea, J., Gurzynski-Weiss, L., & Baralt, M. (in press). La enseñanza mediante tareas. In C. Sanz, E. Serafini, & I. Taboada (Eds.), Manual para la formación de profesores de español. Wiley-Blackwell.

• Carver, C. & Gurzynski-Weiss, L. (in press). Task-based domestic immersion: Insights from teacher implementation. In C. Lambert (Ed.), Designing tasks for teaching foreign languages: Principles and practices. Cambridge University Press.

• Gurzynski-Weiss, L., Wray, M., & Coulter-Kern, M., & Bernardo, J. (2024). Task-based elementary Spanish in rural Indiana: A practitioner-based study. In A. Thompson (Ed.), Studies in Second Language Learning and Teaching (Special issue) 14(1), 121-148.

• Gurzynski-Weiss, L., Bryfonski, L., & Reagan, D. (2024). Teacher individual differences and task adaptations: Making use of the TBLT Language Learning Task Bank. In S. Li (Ed.), Individual differences in task-based language teaching (pp. 325-355). John Benjamins.

• Jarrett, D., & Gurzynski-Weiss, L. (2023). Task-specific motivation and the development of Spanish L2 self during domestic immersion. TASK 3(1), 140-177.
• Gurzynski-Weiss, L., & Kim, Y. J. (2022b). Chapter 1: Getting started. In L. Gurzynski-Weiss & Y. J. Kim (Eds.), Instructed second language acquisition research methods (pp. 3-30). John Benjamins.

• Gurzynski-Weiss, L., & Kim, Y. J. (2022c). Chapter 6: Unique considerations for ISLA research across approaches. In L. Gurzynski-Weiss & Y.J. Kim (Eds.), Instructed second language acquisition research methods (pp. 125-148). John Benjamins.

• Kim, Y. J., & Gurzynski-Weiss, L. (2022). Chapter 15: Sharing your work: Contributing to the advancement of the field. In L. Gurzynski-Weiss & Y. J. Kim (Eds.), Instructed second language acquisition research methods (pp. 355-378). John Benjamins.
• Baralt, Sachs, & Gurzynski-Weiss (2022). Applied psycholinguistics outside of the lab: Psycholinguistics in the language classroom. In A. Godfroid & H. Hopp (Eds.), The Routledge handbook of applied psycholinguistics. Routledge.
• Gurzynski-Weiss, L. (2022). Learner individual differences and L2 speaking. In P. Hiver, M. Papi, & S. Li (Eds.), The Routledge handbook of second language acquisition and individual differences. Routledge.
• Gurzynski-Weiss, L., Coulter-Kern, M., & Kuntz, T. (2021). Engagement and emerging elementary-level L2 Spanish: Detailing the status quo and identifying opportunities. Foreign Language Annals, 54.
• Gurzynski-Weiss, L., Giacomino, L. & Jarrett, D. (2021). Examining high school learners’ experience of task motivation and difficulty in a two-week Spanish immersion camp. In M. Ahmadian & M. H. Long (Eds.), Cambridge handbook of task-based language teaching and learning (pp. 566-584). Cambridge University Press.
• Carver, C., Jung, D., & Gurzynski-Weiss, L. (2021). Examining learner engagement in relationship to learning and communication mode. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 120-142). Multilingual Matters.
• Geeslin, K. L., & Gurzynski-Weiss, L. (2020). Tenure and promotion. In L. Plonsky (Ed.), Professional development in applied linguistics: A guide to success for graduate students and early career faculty (pp. 181-202). John Benjamins.
• Jung, D., Gurzynski-Weiss, L., DiBartolomeo, M., Giacomino, L., Melero-García, F. (2020). Dynamic individual differences? An empirical example of a longitudinal design. Studies in Second Language Learning and Teaching 10(1), 177-219.
• Philp, J., & Gurzynski-Weiss, L. (2020). On the role of the interlocutor in second language development: A cognitive-interactionist approach. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 20-50). John Benjamins.
• Gurzynski-Weiss, L., Geeslin, K. L., Daidone, D., Linford, B., Long, A. Y., Michalski, I., & Solon, M. (2018). L2 classrooms as multifaceted sources of input: The synergy of variationist and usage-based approaches. In A. Tyler, L. Ortega, M. Uno, & H. I. Park (Eds.), Usage-inspired L2 instruction: Researched pedagogy (pp. 293-313). John Benjamins.
• Gurzynski-Weiss, L. (2017c). Instructor individual characteristics and L2 interaction. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 151-172). John Benjamins.
• Gurzynski-Weiss, L. (2017b). Introduction. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 3-18). John Benjamins.
•  Gurzynski-Weiss, L., & Plonsky, L. (2017). Look who’s interacting: A scoping review of research involving non-teacher/non-peer interlocutors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 305-324). John Benjamins.
• Gurzynski-Weiss, L., Geeslin, K. L., Long, A. Y.; Daidone, D. (2017). Linguistic variation in instructor provision of oral input. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 225-254). John Benjamins.
• Gurzynski-Weiss, L., Henderson, C., & Jung, D. (2017). Examining timing and type of learner-modified output in relation to perception in face-to-face and synchronous computer-mediated chat task-based interaction. In M. Ahmadian & P. García Mayo (Eds.), Multiple perspectives on task-based language teaching and learning (pp. 53-76).  de Gruyter.
• Gurzynski-Weiss, L., Solon, M., & Long, A. Y. (2017). Introduction. In Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (Eds.), TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? [Special issue]. Studies in Second Language Acquisition, 39(2), 213-224.
• Solon, M., Long, A. Y., & Gurzynski-Weiss, L. (2017). Task complexity, language-related episodes, and production of L2 Spanish vowels. In Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (Eds.). TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? [Special issue]. Studies in Second Language Acquisition, 39(2), 347-380.
• Gurzynski-Weiss, L. (2017a). L2 instructor individual characteristics. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 451-467). Routledge.
• Révész, A., & Gurzynski-Weiss, L. (2016). Teachers' perspectives on second language task difficulty: Insights from think-alouds and eye-tracking. Annual Review of Applied Linguistics, 36, 182-204.
• Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). The effects of task type and classroom environment on learners’ engagement with the language. In M. Sato & S. Ballinger (Eds.), Peer interaction and L2 learning (pp. 209-239). John Benjamins.
• Gurzynski-Weiss, L. (2016b). Spanish instructors’ operationalization and interpretation of task complexity and sequencing in non-experimental foreign language lessons. The Language Learning Journal 44(4), 467-486.
• Gurzynski-Weiss, L. (2016a). Factors influencing Spanish instructors’ in-class feedback decisions. Modern Language Journal, 100(1), 255-275.
• 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). 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(6), 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). 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. (2014b). 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.
• Gurzynski-Weiss, L. (2014a). 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. (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). 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.