Maria Pia Gomez-Laichhas a Ph.D. in Second Language Acquisition from Carnegie Mellon University. Her research areas include: academic writing development, second language writing, task-based language teaching and learning, and intercultural pragmatics. Her research has appeared in international journals such as The Modern Language Journal and Foreign Language Annals.

Ph.D., Second Language Acquisition, Carnegie Mellon University, Pittsburgh, Pennsylvania

M.A., Teaching English as a Foreign Language, The Pennsylvania State University, State College, Pennsylvania

B.A., Teaching English as a Foreign Language, Universidad Nacional de Mar del Plata, Mar del Plata, Argentina

• academic writing development
• second language writing
• task-based language teaching and learning
• intercultural pragmatics

academic writing development
second language writing
task-based language teaching and learning
intercultural pragmatics

Journal Articles
 
Gomez-Laich, M. P., Miller, R. T., & Pessoa, S. (in press). Scaffolding analytical argumentative writing in a design class: A corpus analysis of student writing. Linguistics and Education.
 
Pessoa, S., Gomez-Laich, M. P., Liginlal, D., & Mitchell, T. D. (2019). Scaffolding case analysis writing: A collaboration between IS and Writing Faculty. Journal of Information Systems Education, 30, 42-56.
 
Taguchi, N., Gomez-Laich, M. P., & Arrufat-Marques, M. J. (2016). Comprehension of indirect meaning in Spanish as a foreign language. Foreign Language Annals, 49, 677–698.
 
van Compernolle, R. A., Gomez-Laich, M. P., & Weber, A. (2016). Teaching Spanish sociopragmatics through concepts: A classroom-based study. The Modern Language Journal, 100, 341–361.
 
Gomez-Laich, M. P. (2016). Second language learners' divergence from target language pragmatic norms. Studies in Second Language Learning and Teaching, 6, 249–269.
 
Book Chapters
 
Gomez-Laich, M. P., Weber, A., & van Compernolle, R. A. (accepted). Mediating concept formation in classroom interaction: A case analysis of L2 Spanish concept-based pragmatics instruction. In R. A. van Compernolle (Ed.), Concept-based instruction: Principles and classroom applications. Amsterdam: John Benjamins.
 
Gomez-Laich, M. P., & Taguchi, N. (2018). Task complexity effects on interaction during a collaborative persuasive essay writing task: A conversation-analytic perspective. In N. Taguchi & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics (pp. 83-109). Amsterdam: John Benjamins.
 
Taguchi, N., Kaufer, D., Gomez-Laich, M. P., & Zhao, H. (2016). A corpus linguistics analysis of on-line peer commentary. In K. Bardovi-Harlig & C. Felix-Brasdefer (Eds.), Pragmatics and language learning (pp. 357-370). Honolulu, HI: University of Hawai’i, National Foreign Language Resource Center.

Case proposal writing workshop for Business Administration students, Carnegie Mellon University in Qatar (F18, S19)

Senior Project Writing Workshop for senior Information Systems students, Carnegie Mellon University in Qatar (F18)

Junior Project Writing Workshop for junior Information Systems students, Carnegie Mellon University in Qatar (Summer 2018, S19) 

Case development writing workshop for senior Information Systems students, Carnegie Mellon University in Qatar (S18)

Case analysis writing workshop for freshman Information Systems students, Carnegie Mellon University in Qatar (F17, 18, S17, 18)

Résumé writing workshop for freshman Information Systems students, Carnegie Mellon University in Qatar (F17, 18)

Career reflection statement writing workshop for freshman Information Systems students, Carnegie Mellon University in Qatar (F17, 18)

76-101, Interpretation and Argument (S19) 

      Writing about Data

      Writing about Public Problems

76-100, Reading and Writing in the Academic Context (F18)

      Topic: The Common Good

English, Carnegie Mellon University Qatar’s Summer College Preview Program (2015-2016)