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.

Research interests

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

Dr Rosemary Erlam's Research

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

Postgraduate supervision

Form-focused instruction

Language assessment

task-based language teaching

Language Teacher education

Dr Rosemary Erlam's Postgraduate Supervision


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
    URL: http://hdl.handle.net/2292/41601
  • 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
    URL: http://hdl.handle.net/2292/38501
  • 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
    URL: http://hdl.handle.net/2292/26673
  • 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.
    URL: http://hdl.handle.net/2292/29042
  • Erlam, R. (2015). "New tricks":Teachers talk about task-based language teaching. Babel, 50 (1), 5-11.
    URL: http://hdl.handle.net/2292/27641
  • 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
    URL: http://hdl.handle.net/2292/23686
  • 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.
    URL: http://hdl.handle.net/2292/23684
  • 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.


Contact details

Office hours

by appointment

Primary office location

Level 5, Room 556
New Zealand

Web links