Dr Rosemary May Erlam
MA(Hons), PhD (University of Auckland)
I originally trained as a Speech-Language Therapist and spent some time working in education and more particularly in health, where I developed a special interest in the treatment of aphasia.
I then used my New Zealand teaching qualification to gain experience in teaching French and English as second languages, both in New Zealand and overseas. I returned to The University of Auckland to complete a Master of Arts majoring in French in 1999. My PhD, also completed at The University of Auckland, was a classroom based study investigating the effectiveness of different methods of form-focused instruction in L2 French.
Form-focused instruction, teacher education, instructed second/foreign language learning in the NZ school system, task-based language teaching.
Research | Current
- Form-focused instruction – the relative effectiveness of different instructional approaches (deductive/inductive instruction, input-based/output-based instruction)
- Task-based language teaching and its implementation in the New Zealand foreign language classroom
- Language assessment
- Teacher education
- Language aptitude – the relationship between the effectiveness of instructional methods and language aptitude
Teaching | Current
LANGTCHG 202 Introductory English Language Analysis for Teachers
LANGTCHG 310/700 Literature in Second Language Learning
LANGTCHG 733 Second/Foreign Language Teaching Practice
task-based language teaching
Language Teacher education
University of Auckland prize for the Best Doctoral thesis in the Faculty of Arts in the year 2003
Academic Director, TPDL (Teacher Professional Development Languages) programme
Selected publications and creative works (Research Outputs)
- Erlam, R., & Ellis, R. (2018). Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study. Canadian Modern Language Review, 74 (1), 1-26. 10.3138/cmlr.3831
- Erlam, R., & Pimentel-Hellier, M. (2017). Opportunities to attend to language form in the adolescent near-beginner foreign language classroom. Language Awareness, 26 (2), 59-77. 10.1080/09658416.2017.1314487
- Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20 (3), 279-299. 10.1177/1362168814566087
- Erlam, R. (2016). Using evaluation to promote change in language teacher practice. Papers in Language Testing and Assessment: An International Journal of the Association for Language Testing and Assessment of Australia and New Zealand, 5 (1), 41-65.
- Erlam, R. (2015). "New tricks":Teachers talk about task-based language teaching. Babel, 50 (1), 5-11.
- Erlam, R., Ellis, R., & Batstone, R. (2013). Oral corrective feedback on L2 writing: Two approaches compared. System, 41 (2), 257-268. 10.1016/j.system.2013.03.004
- Erlam, R. M. (2013). Listing and comparing tasks in the language classroom: examples of Willis and Willis’s (2007) taxonomy in practice. New Zealand Language Teacher, 39, 7-14. Related URL.
- Beaumont, J., & Erlam, R. M. (2010). It's not all Greek to me: Teaching word parts and word part strategy to intermediate Pasifika students. New Zealand Studies in Applied Linguistics, 16 (2), 17-36.
Primary office location
N - BLOCK. EPSOM - Bldg 6EN
Level 5, Room 556
EPSOM CAMPUS 74 EPSOM AVE