Pia Gomez Laich
Assistant Teaching Professor, English
Maria Pia Gomez-Laich has 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. She recently joined CMU-Q as a Post-doctoral Research Associate.
Ph.D., Second Language Acquisition, Carnegie Mellon University
M.A., Teaching English as a Foreign Language, The Pennsylvania State University
B.A., Teaching English as a Foreign Language, Universidad Nacional de Mar del Plata (Argentina)
Maria Pia's research focuses on the predictions of the cognition hypothesis of task-based language learning. In particular, she has investigated whether task complexity affects ESL students’ interaction while performing collaborative writing tasks and their subsequent ability to use genre conventions and linguistic resources for writing comparison/contrast and argumentative essays in English. At CMU-Q, she is working on a research project aimed at enhancing the communication skills of students in the Information Systems Program.
academic writing development, second language writing, task-based language teaching, learning, intercultural pragmatics
Refereed Journal Articles
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.
Gomez-Laich, M. P., Weber, A., & van Compernolle, R. A. (forthcoming). 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: Principle and classroom applications. Philadelphia: John Benjamins.
Gomez-Laich, M. P., Taguchi, N. (forthcoming). Applying a conversation-analytic perspective to task complexity effects on student-to-student interaction in a collaborative writing task: A case of persuasive essay writing. In N. Taguchi & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics. 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.
Gomez-Laich, M. P. (2014). Review of Social and Cultural Aspects of Language Learning in Study Abroad (Kinginger, C., 2013). The LINGUIST List (25.1379). http://linguistlist.org/issues/25/25-1379.html