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)
- Innes, B., & Erlam, R. (2018). Did he understand his rights? Assessing the comprehensibility of police cautions in New Zealand. INTERNATIONAL JOURNAL OF SPEECH LANGUAGE AND THE LAW, 25 (1), 21-51. 10.1558/ijsll.32748
- 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., 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
Other University of Auckland co-authors: Robert Batstone
- 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.
- Erlam, R. M., & Loewen, S. (2010). Implicit and explicit recasts in L2 oral French interaction. Canadian Modern Language Review, 67, 877-905. 10.3138/cmlr.66.6.877
- Ellis, R. J., Loewen, S. D., Elder, C., Erlam, R. M., Philp, J. J., & Reinders, H. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol, UK: Multilingual Matters.
- Erlam, R. M. (2008). What do you researchers know about language teaching? Bridging the gap between SLA research and language pedagogy. Innovation in Language Learning and Teaching, 2 (3), 253-267.
- Erlam, R. M. (2006). Elicited Imitation as a Measure of L2 Implicit Knowledge: An Empirical Validation Study. Applied Linguistics, 27 (3), 464-491. 10.1093/applin/aml001