Transcriber: Phuong CaoReviewer: Peter van de Ven For the past 20 years, I've been helping Malaysianand other Southeast Asians to speak better English.
And through trainingthousands of Southeast Asians, I've discovered a very surprising truth.
I've discovered that how wellsomebody communicates in English actually has very little to dowith their English level.
It has a lot to dowith their attitude towards English.
There are people out therewho have a very low level of English, and they can communicate very, very well.
One of them that I remember was a student, a participant of mine named Faizal.
He was a factory supervisor – English level very, very low – but this guy could just sitand listen to anybody, very calmly, clearly, and then he could respond, absolutely expresshis thoughts beautifully, at a very low level of English.
So, today I want to share with you what is so differentabout people like Faizal? How do they do it? And second of all, why is this so important not only to you, but to your children, to your community, and to the future of Malaysia? And third of all, what's one thing you can do, starting today, if you want to speakwith that calm, clear confidence that people like Faizal have.
First of all, what is so different? How do people like Faizal do it? To answer that question, I'm going to take you backabout 10 years, okay? I was training staff at that time, and my daughter, at that time, was taking piano lessons.
And I started to noticetwo really strong similarities between my daughter's attitudeor thinking towards playing the piano and a lot of Malaysians' thinkingor attitude towards English.
First of all, I should tell you my daughter absolutely hated piano, hated the lessons, hated practicing.
This is my daughterpracticing piano, okay? This is as good as it got.
This is the real thing.
And she dreaded going to piano lessons because to my daughter, going to piano lessons, she was filled with this sort of dread.
Because it was allabout not screwing up, right? Because like a lot of piano students, to both my daughter and her teacher, her success in piano was measuredby how few mistakes she made.
At the same time, I noticed that a lot of Malaysianswent into English conversations with the same sort of feeling of dread.
This sort of feelingthat they were going to be judged by how many mistakesthey were going to make, and whether or notthey were going to screw up.
Now, the second similaritythat I noticed was to do with self- image.
My daughter, she knewwhat good piano sounded like, right? Because we've all heard good piano.
And she knew what her level was, and she knew how longshe'd have to play for to play like that.
And a lot of Malaysians, I noticed, had this idea of what good proper Englishis supposed to sound like, and what their – I see a lot of you nod – and what their English sounded like, and how far theywould have to go to get there.
And they also felt like they were -like my daughter – just bad, bad piano player, bad English speaker, right? My English not so good, lah.
Cannot.
Sorry, yah.
Cannot.
Ah – So I could see these similarities, but I still couldn't figure out, okay, what is it about these peoplelike Faizal, that are so different, that can just do it smoothly, calmly, with confidence? One day, I discovered that answer, and I discovered it quite by chance.
It was a day when my computer broke down, and I had to go to a cybercafe.
Okay, it was my first time, and I discovered cybercafesare disgusting places, okay? They're really gross.
They're smelly, and they're filled with boys.
And they're all playing noisy, violent games.
They're just disgusting places.
But I had to go there.
So I sat down, and I started noticing this guy beside me.
And I became very interestedin this guy next to me.
Now, this guy is playing this game that is basically, it's likeshooting people until they die.
And that's it.
(Laughter) That's the game, right? And I'm noticingthat this guy is not very good.
In fact, he's terrible, right? Because I'm looking, and I'm seeing, like, a lot of shooting and .
.
.
not much dying, right? (Laughter) What really interested me was behind this lousy playerwere three of his friends, sort of standing there watching him play.
What I really noticed was even though this guy was terrible, even though his friends were watching him, there was no embarrassment.
There was no feeling of being judged.
There was no shyness.
In fact, quite the opposite.
This guy's totally focusedon the bad guys, smile on his face.
All he can think aboutis killing these guys, right? And I'm watching him.
And I suddenly realize: this is it.
This is the same attitude that people like Faizal havewhen they speak English, just like this guy.
When Faizal goesinto an English conversation, he doesn't feel judged.
He is entirely focusedon the person that he's speaking to and the result he wants to get.
He's got no self-awareness, no thoughts about his own mistakes.
I want to share with youa real, true example, to paint a picture, of somebody who speaks Englishlike they are playing piano and someone who speaks Englishlike they are playing a computer game.
And this is a true story.
It happened to me.
A while ago, I was in a pharmacy.
I had to buy omega; my doctor said I should get omega.
And I go to the shelf, there's tons of omega, there's omega that's high in DHA, omega that's high in EPA, and I don't know which one to buy.
Now, the sales rep happened to be there.
And I saw she's likethis well-dressed, professional woman.
I walk over to her, and I see this look as she sees me, this sort of – it's a lookI recognize very well.
Her eyes go all wide.
It's sort of that panic: Oh my God! I've got to speakto a native speaker; she's going to judge meand notice my mistakes.
I go up to her, and I explain my situation: which omega do I get? And she starts explaining to me everything about DHA and EPAyou could possibly imagine.
She speaks very quickly, goes all around in circles.
And when she finishes, no idea what to buy.
(Laughter) So I turn to the girl behind the counter.
Now, the girl behind the counter, I heard her before, her English level is very low.
But when I walk over to her, this girl, there's no fear.
In fact, she's just looking at me.
You know that look? Like.
.
.
Yeah?Okay.
.
.
So, how? (Laughter) Yeah, I've been in Malaysia a long time.
(Laughter) So, I go up to her and I explainthe problem, EPA and DHA.
She looks at me, she says, “Okay, yeah.
” “Ah, EPA for heart.
” “DHA for brain.
” (Laughter) “Your heart okay or not?” (Laughter) So I said, “Yeah, yeah, ” I said, “my heart is really, I think it's pretty good.
” She says, “Your brain okay or not?” (Laughter) I said, “No.
No, my brainis not as good as it used to be.
” She looks and says, “Okay lah, you take Omega DHA!” (Laughter) Problem solved, right? So we've got two differentkinds of communicators.
We've got the one who's got a high level, but totally focused on herselfand getting it right, and therefore, very ineffective.
We've got another one, low-level, totally focused on the personshe's talking to and getting a result.
Effective.
And therein lies the difference.
Now, why is this distinction so importantnot just to you, to your children, but to the future of Malaysiaand countries like Malaysia? And to answer that, let's take a look at who actually is speaking Englishin the world today, okay? So, if we looked at all of the Englishconversations in the whole world, taking place right now on planet Earth, we would see that for everynative speaker, like me, there are five non-native speakers.
And if we'd listen to every conversationin English on planet Earth right now, we would noticethat 96% of those conversations involved non-native English speakers – only 4% of those conversationsare native speaker to native speaker.
This is not my language anymore, this language belongs to you.
It's not an art to be mastered; it's just a tool to use to get a result.
And I want to give you a real-life exampleof what English is today in the world, real English today.
This is another true story.
I was at a barbecue a little while ago – this was a barbecue for engineers, engineers from all over the world.
And they were making hot dogs.
Some of the hot dogswere regular hot dogs, and some were these cheese hot dogs, you know, with the cheese in the middle.
A French engineer is cooking the hot dogs, and he turns to this Korean engineer, and he says, “Would you like a hot dog?” And the Korean guy says, “Yes, please!” He says, “Do you want the cheese?” And the Korean guy looks around at the table, he says, “I no see cheese.
” The French guy says, “The hot dog is contains the cheese.
” (Laughter) The Korean guydoesn't understand him, right? So the French engineer tries again.
“The hot dog is .
.
.
makingfrom .
.
.
with the cheese.
” Korean guy still doesn't understand.
He tries again, he says, “The hotdog is coming from – No, the cheese is comingfrom the hot dog.
” (Laughter) Korean guy cannot understand.
Now there's a Japanese engineerwho's been listening to this conversation, turns to the Korean engineer and he says, “Ah! Cheese .
.
.
integrator!” (Laughter) He understands, okay.
(Laughter) Everybody understands.
So, this is what English is today.
It's just a tool to playaround with to get a result, like a computer game.
Now, the challenge is that we knowin schools all around the world, English is not really being taughtlike it's a tool to play with.
It's still being taughtlike it's an art to master.
And students are judgedmore on correctness than on clarity.
Some of you might rememberthe old comprehension exam in school.
Does everybody remember in school when you'd get a questionabout a text that you read, you'd have to readthrough some text, right? And then answer a questionto show that you understood the text? And this may have happened to youthat you showed you understood the text, but you got a big X because you madea little grammar mistake.
Like this student.
This student clearlyunderstood paragraph four.
But no, not correct! Because he left the letter Noff the word “environment.
” But in the real world, what would matter? In the real world, what would matter isdid you understand the email, or did you understand your customerso that you can go ahead and take action? Now, the problem that I see here, over and over, is that people take the attitudethey developed about English in school, and they bring it into their adult lifeand into their work.
And if you're in a stressful situation, and you're having a conversation, and you're trying to give a result to someone and say it correctly, your brain multi-tasks, it cannot do two things at once.
And what I see isthe brain just shutting down.
And you may recognize these three symptomsof the brain shutting down.
The first one is that your listening goes.
Someone is talking to you, and you're so busy thinking about how you're going to respondand express yourself correctly, you don't actually hearwhat the other person said.
And I can see a lotof nodding in the audience.
The second thing to go is your speaking.
Your mind sort of shuts down, and that vocabulary you do knowjust disappears, and the words don't come out.
The third thing to go is your confidence.
The worst thing about this is you may only be [un]confident becauseyou cannot express yourself clearly, but to the person talking to you, they may misunderstand this as a lack of confidencein your ability to do the job, to perform.
So if you want to speak Englishlike Faizal with that great confidence, here's the one thing that you can do.
When you speak, don't focus on yourself.
Focus on the other personand the result you want to achieve.
Imagine a next generation of Malaysians, all with that wonderful confidencein communication that Faizal has, at any level of English.
Because let's remember that English todayis not an art to be mastered, it's just a tool to use to get a result.
And that tool belongs to you.
Thank you.
(Applause).
