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
EDPROFST 706 Language Analysis for Teachers
EDPROFST 373 TESSOL: Language Learning in the New Zealand Context
EDPROFST 375 TESSOL: Assessment
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
Programme coordinator: Grad Dip TESSOL
Academic Advisor: DELNA
Co-President of ALTAANZ (Association of Language Testing and Assessment of Australia and New Zealand).
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
- 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., & 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.
Primary office location
N - BLOCK. EPSOM - Bldg 6EN
Level 5, Room 556
EPSOM CAMPUS 74 EPSOM AVE