The 1 Thing All Fluent English Speakers Have

Key Concepts

The "One Thing" for Fluency: Confidence to speak, stemming from understanding "why" language works.
Understanding vs. Speaking: It's easier to understand when you don't know every word, but speaking requires confidence in every word used.
The "Why" in Language Learning: Not just reasons for using language, but understanding how it functions.
Doubt as a Barrier to Speaking: Uncertainty about grammar, vocabulary, or sentence structure prevents speaking.
Naturally Varied Review: The process of encountering language in slightly different contexts to solidify understanding and build confidence.
Connection-Based Learning: Making links between new information and existing knowledge for better retention and understanding.
Comprehensible Input: Understanding language in the target language itself, not through translation.
Confidence and Certainty: The ultimate goals of language learning, leading to fluency.

The Core of Fluency: Confidence Through Understanding

Drew Badger, founder of Englishanyone.com and the English Fluency Guide, discusses the singular element that all fluent speakers possess: confidence. This confidence, he argues, is not about innate talent or years of study, but rather about a deep understanding of why language works the way it does. This understanding, when achieved, eliminates doubt and unlocks the ability to speak freely.

The "Baking" vs. "Making" Pancakes Example: Understanding Nuance

The discussion begins with a relatable anecdote: Drew's wife, a Japanese speaker, texted him saying, "I'm baking some pancakes." Drew corrected her, suggesting "I'm making some pancakes" is more appropriate. This seemingly small grammatical point highlights a crucial aspect of language learning: the subtle differences in verb usage that often stem from direct translation or a lack of intuitive understanding.

The Misconception: The wife's use of "baking" likely came from a direct translation of the Japanese verb used for cooking pancakes, which can encompass a broader range of cooking methods.
The Correct Usage: In English, "making" is a more general term for preparing food, while "baking" specifically refers to cooking in an oven. Pancakes are typically cooked on a stovetop or griddle, hence "making" is more accurate.
The "From Scratch" Misinterpretation: The wife's clever, though incorrect, reasoning was that she was making them "from scratch," implying a more involved process. However, "from scratch" refers to using basic ingredients rather than a pre-made mix, and is independent of the cooking method (baking, frying, etc.).
The Underlying Principle: This example illustrates how learners might use words or phrases correctly without understanding the underlying logic, leading to potential errors or a lack of confidence when deviating from learned patterns.

The Gap Between Understanding and Speaking

A common struggle for English learners is the disparity between their comprehension abilities and their speaking proficiency. Adam, a viewer, articulates this: "I can understand if I speak with someone but I can't response or can't speak like him like I have difficulty in forming sentences."

Listening vs. Speaking: When listening or reading, it's acceptable not to understand every single word. Context can often fill in the gaps. For instance, in the sentence "Yesterday I splurged on some jewelry," a learner might not know "splurged" but can infer it's an action related to acquiring jewelry, possibly an expensive one.
The Confidence Requirement for Speaking: Speaking, however, demands certainty. If a learner is unsure about the grammar, vocabulary, or word order of even one word in a sentence they intend to produce, it can halt their speech. This is because they need to feel confident about every element they are actively constructing.
The Role of Doubt: Any doubt, question, or worry about using the language acts as a barrier to speaking. This is the core problem that prevents many from achieving fluency.

Overcoming Doubt: The "Strangest Fluency Secret"

Drew emphasizes that the solution lies in eliminating these doubts and answering the "why" questions that arise. This is the central theme of his book, "The Strangest Fluency Secret."

The Process: The method involves actively seeking understanding and certainty about language usage. This isn't about rote memorization or endless repetition, but about gaining insight into how language functions.
Naturally Varied Review: This concept, crucial for solidifying understanding, involves encountering language in slightly different contexts. This helps the brain make connections and build confidence, rather than simply repeating isolated words or phrases.
Focus on Existing Vocabulary: It's often more effective to build confidence in the vocabulary and grammar one already knows rather than solely focusing on acquiring new words without understanding. Many learners struggle because they lack confidence in the language they already possess.

Practical Applications and Examples

The video delves into several examples to illustrate these principles:

"Ride a Desk": This idiom, meaning to work a desk job, is explained through context. A police officer might tell a colleague who spends all day doing paperwork, "You're just riding a desk," implying a less active or exciting role compared to fieldwork. The "why" here is the metaphorical connection to the physical act of being on or using a desk for an extended period.
"Kick Off" vs. "Kick Out": These phrasal verbs are differentiated by their origins and contexts. "Kick off" refers to the start of a game (e.g., kicking a ball off the field to begin play), and by extension, the beginning of any event. "Kick out" means to expel or remove something or someone from a place. Understanding the literal action (kicking a ball out of an area) helps grasp the figurative meanings.
"Make" vs. "Bake": As discussed earlier, the distinction lies in the cooking method. "Make" is general, while "bake" is specific to ovens.
"Funnel Cake": This culinary example illustrates how a word can be used in a specific context. A funnel cake is made by deep-frying pancake batter poured through a funnel, creating a unique shape. The verb "to funnel" can also be used to describe directing something (like people or information) into a particular system.
"Make" as a Noun: The word "make" can also be used as a noun when referring to the brand of a car (e.g., "What make of car is it?").

The Pitfalls of Traditional Language Learning

Drew critiques traditional methods that rely heavily on translation and memorization.

Translation-Based Learning: Learning a language through translation means viewing it as a set of equivalents rather than an independent system. This hinders the development of intuitive understanding.
Information vs. Understanding: Simply providing information (like lists of words or grammar rules) is not the same as fostering understanding. True learning comes from "aha moments" where connections are made.
Memorization vs. Intuition: Relying solely on memorizing alien language numbers, for example, is ineffective without understanding the underlying pattern or connection. The goal is not just to recall information but to internalize it so it can be used confidently.

The Path to Fluency: Answering Questions and Building Confidence

The core message is that fluency is built word by word, phrase by phrase, as learners gain confidence and certainty in their usage.

The Measurement of Fluency: Fluency isn't about a fixed timeframe (e.g., years to go from A1 to native). Instead, it's about how quickly an individual can move from not understanding something to feeling 100% confident in using it.
The Role of the Teacher/Learner: A good teacher facilitates these connections. If learning independently, the learner must actively seek to make these connections themselves.
The Power of Connections: Whether through stories, visual examples, or contextual understanding, making connections is key to internalizing language. This is far more effective than rote memorization or translation.
The Goal: The ultimate aim is to eliminate doubts and answer all the "why" questions that arise, leading to confident and natural speech.

Conclusion

Drew Badger's central argument is that true English fluency is not a distant, unattainable goal achieved through years of arduous study. Instead, it is a direct consequence of building confidence, which is in turn built by actively seeking and understanding the "why" behind language usage. By focusing on making connections, embracing naturally varied review, and systematically answering the questions that arise, learners can dismantle the doubts that hinder their speaking ability and unlock their potential for confident communication. The process is about understanding and certainty, not just exposure or memorization.