Topic: Problems in teaching linguistic knowledge in

the new curriculum & Applied Linguistics (teaching and

learning English)

1. Introduction

The 2018 English Curriculum in Vietnam marks an

important step forward in improving the quality of language
education, especially in the context of increasingly deep
international integration. A major breakthrough of this
curriculum is the shift from a “teacher-centered” to a “learner-
centered” approach. The new approach puts students at the
center of the learning process, emphasizing the development of
thinking, creativity, and self-learning ability through practical
activities. The ultimate goal is to help students not only learn
the language passively but also use English actively and
effectively in life and work. The 2018 curriculum builds a
teaching foundation based on a change in the approach to
language knowledge, focusing on the process of understanding
meaning, then approaching form and usage. It is completely
different from the traditional method, which starts with learning
grammar rules followed by meaning and finally application. This
change comes from advances in applied linguistic theory,
especially the influence of Mentalism – a theory that
emphasizes the role of thinking and cognition in language
learning.

However, this drastic change in teaching methods is not

without major challenges. One of the prominent problems is the
teaching of language knowledge including grammar,
vocabulary and pronunciation. These are core elements in
language learning but they face many difficulties when
integrated into the new program. In the old program, these
elements are often taught separately and systematically, but in
the new program, they are integrated into practical activities
that are not always implemented effectively.

The educational context in Vietnam also contributes to

highlighting these challenges. Many teachers are still familiar
with traditional teaching methods and have not been fully
trained to apply new methods. In addition, teaching materials
and class time are not enough to support the implementation of
comprehensive teaching goals. These difficulties have reduced
the effectiveness of teaching and learning language knowledge
in the new program, leading to a gap between theory and
practice. Therefore, this issue raises the question: How to teach
language knowledge effectively in the 2018 program? To
answer this question, it is necessary to analyze in depth the
differences between the old and new programs, and assess the
practical difficulties that teachers and students are facing. This
is the focus of this study, which aims to provide a
comprehensive view and propose solutions to improve
language knowledge teaching in the context of the educational
reform program in Vietnam.
 2. Literature Review

2.1. Knowledge about Language/Linguistic

Linguistics is a vast field with many different approaches,

of which two main perspectives are considered the foundation
of language research and teaching: the Abstract perspective
and the Social perspective. These two approaches not only
reflect the nature of language but also deeply influence the
teaching methods used over time. Both perspectives are
valuable in building theories of language teaching and learning,
especially in forming the three-dimensional model of Form -
Meaning - Use widely used in modern language education.

2.1.1: Knowledge about language

First, the Abstract perspective focuses on language as a

system of fixed rules and structures. According to this
perspective, grammar, vocabulary, and pronunciation are
considered static elements that need to be systematically
studied and memorized. For example, in the Grammar-
Translation Method (GTM), students mainly learn grammar
through analysis and translation, emphasizing structural
accuracy rather than communicative ability. Similarly, the
Audio-Lingual Method (ALM) also relies on the repetition of fixed
sentence patterns to form language habits, with the
assumption that language learning is simply a process of
repetition for memorization. This view assumes that language is
a system that can be separated from its social context, and that
understanding grammar rules is the first step to language
proficiency. In contrast, the Social View emphasizes that
language is not just a static system but also a dynamic
communication tool. According to this view, language is learned
through interaction and use in real-life situations. The
Communicative Language Teaching (CLT) method is a typical
example where students are encouraged to participate in real-
life communication activities, thereby developing
communicative competence instead of focusing only on
grammar. A step further is Task-Based Language Teaching
(TBLT), where students learn language through performing
specific tasks that create a connection between Meaning and
Use. The social perspective holds that language learning is a
continuous interactive process, in which context plays an
important role in the formation of meaning and the use of
language.

Table: comparison table of teaching methods

Method Key Features Advantages Disadvantage

 s
GTM Focus on Strong Limited
(Grammar- grammar foundation in speaking and
Translation rules and grammar and listening
Method) translation vocabulary practice
Emphasis on
Improves Requires
DM (Direct spoken
pronunciation highly skilled
Method) language and
and fluency teachers
immersion
Habit
ALM (Audio- Reinforces Lacks
formation
Lingual correct usage creativity and
through
Method) through drills context
repetition
CLT Focus on
Develops May overlook
(Communicati meaningful
communicatio grammatical
ve Language communicatio
n skills accuracy
Teaching) n
Language
TBLT (Task- Encourages Time-
learning
Based practical intensive and
through tasks
Language application of complex to
and real-world
Teaching) language implement
activities

Soureces: Larsen-Freeman, D., & Anderson, M. (2011).

2.1.2: Knowledge Of Grammar

It can be said that the Form - Meaning - Use model is the

crystallization of both of the above perspectives, providing a
comprehensive theoretical framework for language teaching
and learning. According to this model, language is approached
through three main aspects. Form is the rules of grammar,
sentence structure, and pronunciation. Meaning is the meaning
of vocabulary and structures in real-life contexts. Use is the
ability to apply language to communicate effectively in different
contexts. In the 2018 English curriculum in Vietnam, the
Meaning - Form - Use sequence is applied to encourage
students to understand the meaning before learning the form
and applying it in practice. McCarthy (2002) in Chapter 3:
Vocabulary also asserts that learning vocabulary cannot be
separated from meaning and context of use, because this helps
learners connect language with reality, thereby developing
more flexible and effective communication skills.

2.2. How Language is Learned

2.2.1: Trends in methodology

In the history of language teaching, many teaching

methods have been developed to meet different learning goals.
These methods not only reflect the way of looking at language
but also build on specific learning theories. First of all, the
Grammar-Translation Method (GTM) focuses on translation and
grammar analysis, making students understand the structure of
language explicitly. This was a popular method in the 19th and
early 20th centuries, mainly applied to learning ancient
languages such as Latin and Greek. Students often learn
grammar through rules, do translation exercises and have little
opportunity to practice communication. Although effective in
teaching structure, GTM has been criticized for not helping
students develop real communication skills. Direct Method (DM)
was also developed as a response to GTM. What is unique
about this approach is that it focuses on teaching the target
language without using the mother tongue. Students are
encouraged to learn the language through real-life
conversations, focusing on listening and speaking skills. DM
requires highly qualified teachers and is not suitable for large
classes. Audio-Lingual Method (ALM) is based on Behaviorism
theory. ALM emphasizes repetition of sentence patterns and
habit formation through listening and speaking exercises. The
goal of this approach is to help students learn standard
sentence patterns by heart, thereby minimizing errors in
language use. Although this approach is effective in teaching
fixed structures, it lacks creativity and does not encourage
students to use language flexibly. Communicative Language
Teaching (CLT) is a new approach that shifts the focus from
language structure to developing communicative competence.
This approach encourages students to engage in real-life
communicative activities, using language in a variety of
contexts. CLT is considered a major step forward in language
education because it emphasizes meaning and usage rather
than just form. Task-Based Language Teaching (TBLT) is an
extension of CLT, focusing on teaching language through
practical tasks. TBLT1 focuses on completing practical tasks,
helping students use language naturally. TBLT2 integrates
grammatical analysis and improves language use through
tasks, balancing meaning and form.

2.2.2: Theories of Language Learning

 The three major theories that have strongly influenced the
way language is taught are Behaviorism, Mentalism, and
Interactionism. Each theory brings a different perspective on
how language is learned and influences teaching methods.

Behaviorism

Based on Skinner's theory, Behaviorism views language

learning as a process of forming habits through repetition and
reinforcement of language behaviors. ALM is a typical method
for this theory, where students learn language through the
repetition of fixed sentence patterns. The limitation of this
theory is that it does not explain creativity and the ability to
learn language beyond the learned sentence patterns.

Mentalism

Mentalism Influenced by Chomsky, Mentalism emphasizes

the role of innate thinking and cognitive abilities in language
learning. According to this theory, humans have a Language
Acquisition Device - LAD that helps them learn language
naturally through understanding and analyzing meaning. The
2018 English program applies Mentalism's thinking with the
Meaning - Form - Use sequence, helping students approach
language from meaning before learning about structure.

Interactionism

Interactionism emphasizes that language is learned

through social interaction. This theory focuses on the role of the
environment and the interaction between learners and teachers
and friends to develop language skills. CLT and TBLT are
methods that are strongly influenced by Interactionism because
they emphasize language learning in real-life communicative
contexts.

Paul Nation (2002) in Chapter 3: Vocabulary introduced

five main cognitive activities for language learning. Attending
to/Noticing is the activity of Recognizing and paying attention
to language input. Making sense of the input helps us
Understand the meaning of the input in a specific context. Then
comes Processing information, which helps us Analyze, infer,
and assume new structures or vocabulary. Transferring and
generalizing, which will Apply linguistic knowledge to other
situations. Finally, Production is the activity of Using language
meaningfully and communicating effectively.

These activities are the basis for developing

communicative competence, especially in modern methods
such as CLT and TBLT, which help students learn language in
parallel through theory combined with practical experience.

3. Application

Lesson 5: Inventions, A Closer Look 2, Page 50

Comprehensive Input (Meaning)

The lesson is designed according to the 2018 innovation

program, focusing on 3 main steps: Comprehensive Input
(Meaning), Processing (Form) and Production (Use).

Comprehensive Input (Meaning)

The goal of this step is to introduce vocabulary and

grammar content in real-life contexts. The teacher begins by
asking students to observe pictures in the textbook of devices
such as tablets, phones, and laptops, then asks the questions:

- “What devices can you see in the picture?”

- “What do you think they are used for?”

Next, students listen to a conversation between Phong and

his father. The teacher highlights sentences containing key
vocabulary such as: portable, economical, versatile, and asks
students to underline these words in the paragraph.

“A laptop has lots of benefits. It’s portable, economical,

and versatile.”

The teacher explains the meaning of the above words and

their connection to real-life contexts.

Processing (Form)
 In this step, students analyze the grammatical structure
and vocabulary usage in the dialogue.

Exercise 1: Match the words with their definitions:

Portable: a. Easy to carry around.

Economical: b. Giving good value for money.

Versatile: c. Having many different uses.

 The teacher continues to guide to identify the present
perfect tense structure in the following sentences:

- “This invention has changed the way we communicate

forever.”

- “Smartphones have made our lives easier.”

Students do the exercise of identifying auxiliary verbs

(has/have) and participle verbs (changed, made)

The teacher explains how to use the present perfect tense

in context and guides students to do additional exercises to
consolidate.
 Image: Diagram illustrating the Cognitive
Operations process in language learning

Sources: Paul Nation (2002)

Production (Use)

The final step focuses on students practicing using

language in communicative activities.

Activity 1:
 Students work in pairs, discussing the question:

• “What invention do you think has had the greatest

impact on society?”

• “How do you use these devices in your daily life?”

Activity 2:

Students write a short paragraph describing a favorite

invention, using the vocabulary and structures they have
learned. For example:

“I think the smartphone is one of the greatest inventions.

It is portable, economical, and versatile. I use it for studying,
communicating, and entertaining.”

Activity 3:

Role-play: One student describes the function of the

device, and the other student guesses the name of the device.
For example:

• “This device is portable and can be used for studying,

working, and entertainment.”

• (Answer: Laptop)

3. Conclusion

It can be said that the 2018 English Curriculum is built on

the foundation of Mentalism theory with the Meaning - Form -
Use approach to comprehensively develop students'
communication skills. Although the program brings many
benefits in improving practical language use, its
implementation in practice faces many major challenges. One
of the most significant barriers is the teaching time. The
activities in the program, especially the Meaning-focused and
Form-focused parts, require a long time to organize and
implement. However, with limited class time, teachers often
have to cut or omit important parts, resulting in students not
being able to fully experience the cycle of language
recognition, processing, and production. In addition, the
capacity of teachers is also an important factor affecting the
effectiveness of the program. Many teachers, especially in rural
areas, still lack the skills and knowledge to apply modern
teaching methods such as Task-Based Language Teaching or
Communicative Language Teaching. This lack reduces the
consistency in teaching, directly affecting the quality of
students' learning.

In addition, teaching materials, although designed in a

communicative orientation, are not flexible and detailed
enough to support teachers in organizing highly interactive
activities. In particular, exercises in books often focus only on
information recognition and information processing while
language production is not given enough attention. To
overcome these barriers, reasonable adjustments are needed
to make the program more feasible in practice.

First, reallocating teaching time is necessary. Teachers and

students need to have enough time to practice, discuss, and
process learning content in depth. In addition, there is a need
to organize in-depth training courses for teachers, focusing not
only on theory but also on practical methods and tools to help
them confidently implement the program. At the same time,
teaching materials need to be improved to add more creative
practice exercises, instructional videos, and online tools to
better support the learning process. Applying technology
through online learning platforms is also an effective solution,
especially for areas lacking resources and facilities.

Overall, the 2018 English program is a breakthrough in

language education innovation in Vietnam. However, for the
program to truly develop its potential, appropriate adjustments
and synchronous investment in practical factors are needed.
Improving teaching time, enhancing teacher capacity, and
supplementing materials will not only help overcome current
limitations but also ensure that students in all regions have
access to a modern and effective education program. These
efforts will contribute to improving the quality of language
learning, helping Vietnamese students prepare for integration
into a globalized environment.
 References

1. Ellis, R. (2003). Task-based language learning and

teaching. Oxford University Press.

2. Larsen-Freeman, D., & Anderson, M. (2011).

Techniques and principles in language teaching (3rd ed.).
Oxford University Press.

3. McCarthy, M. (2002). Vocabulary. In N. Schmitt (Ed.),

An introduction to applied linguistics (pp. 64–80). Arnold.

4. Nation, I. S. P. (2002). Learning vocabulary in another

language. Cambridge University Press.

5. Prabhu, N. S. (1987). Second language pedagogy.

Oxford University Press.
 6. Richards, J. C., & Rodgers, T. S. (2001). Approaches
and methods in language teaching (2nd ed.). Cambridge
University Press.

7. Vietnam Ministry of Education and Training. (2018).

English curriculum for general education. Hanoi: Vietnam
Education Publishing House.