Effortless English: Promoting A.

J Hoge’s Seven-Rules Concept in Speaking

Fluency
Enjang Nurhaedin
Kania Nur Aulia
Ilmiatul Jannah
Eka Prasetya Paripurna
Siliwangi University, Tasikmalaya, INDONESIA
Abstract
Learning speaking is, to EFL or ESL learners, inevitably challenging. Vocabulary
lack, grammar comprehension difficulty, cultural differences consideration even
speech anxiety unravelling are the common obstacles to face. It needs certain
effective strategy in view of dealing with such barriers. Hence, this paper aims to
explore the Effortless English System introduced by revolutionary English
practitioner and teacher, A.J. Hoge with his ‘seven rules’ concept in speaking
fluency for EFL and ESL learners. The seven rules are: studying phrases nor
single words, do not study grammar rules, study grammar from speeches
unconsciously, learn from the real English, study through listening rather than
reading, repeat more to gain deep understanding, and learn from question-answer
stories. The concept, for long, has been used for effective, efficient, effortless
English learning model for EFL/ESL students. Besides, it as well provides
dynamic and fascinating learning model for anyone willing to learn English
speaking.
Key words: A.J. Hoge’s seven-rules concept, Effortless English, Speaking,
EFL/ESL learners, Dynamic learning
1. Introduction
The mastery of English, in today and later time, is undeniably the most
important aspect in learning foreign language compared with other languages. As,
Richard & Renandya (2002); Griffiths (2008) cited in Hanifa (2018) claimed that
large number of people learning English is to improve the proficiency of
communication in wider context and wider community fluently. This is,
obviously, due to English is as the language of life i.e. business, tourism,
diplomacy (Pollard, 2014), science, power (Ghorbani, 2008) the language of
technological revolution and internet (Akkakoson, 2016), the language of
problem-solving and even the language of brighter hope (Walker, 2013). Further,
researchers as such Arung (2016) opined that the importance of mastering
speaking is as that it is a medium of expressing idea and opinion. However,
learning English, to EFL or ESL learners or to almost non-native people, is
obstinately challenging. Vocabulary collection, cultural consideration,
grammatical knowledge and phonological ability are common barriers to handle.
Whereas, to gain speaking fluency, as cited in Hanifa (2018) Brown (2004) stated
that there are elements to acquire i.e. “grammar, vocabulary, comprehension,
fluency and pronunciation” (p. 232). Hence, to uphold this burden challenge, it is
essential to find and select an effective, efficient strategy without energy-wasted.
It is A.J Hoge, a revolutionary English teacher and practitioner, who
promoted new strategy called Effortless English System (hereafter, EES) since
1996. A.J had graduated from TESOL master degree having written an eminent
certified book which become bestseller in over 25 countries namely Effortless
English in which the seven-rule concept is introduced. EES’s rules are more
tendency towards learners’ psychology than physiology factor. As Hoge (2014)
argued that learning English needs certain relevant engine and fuel. EES is the
engine by which students learn and emotional biography i.e. ‘beliefs, emotions,
goals, motivations, energy, confidence and enthusiasm are its fuel through which
learners get power (Hoge, 2014, para. 2). Henceforth, this paper attempts to show
how does the concept bridge to derive the goalmouth or hoped objectives.
2. EES Meaning
EES is based upon a psychology system, introduced by two renowned
psychologists Bandler and Grinder (n. d), i.e. Neuro-Linguistic Programing
(henceforth NLP) which focused on “psychology of success, high-performance
and motivation” (see Hoge, 2014, para. 19). This is, as well strengthen by Ariyanti
(2016) claiming that speaking performance is undeniably affected by
psychological aspect as such making mistake worriedness. It is, hence, obvious,
that, in the meant of gaining objectives i.e. speaking fluency, such system needs to
apply. Hence, EES is a solution for this context in that the primary purpose of
EES is to promote to learners a fast, natural, and proper English fluency strategy
(Hoge, 2014).
3. EES Rules
This third chapter explores the seven rules of Effortless English System
linked with several research voices and entailed examples.
3.1 Study from Phrases nor Single Words
Since speaking involves dynamic interactions of cognition, speech
pragmatics, and discourse (Burnkart, 1998; Widiati & Cahyono, 2006; Nazara,
2011; Goh, 2016), it is said that learning must be designed as exposure and
opportunity. Hence, as one of the elements to acquire, vocabulary mastery is great
essential to enhance speaking fluency as mature language user (Arung, 2016; Goh,
2016; Chanturia & Webb, 2016 and others). Nevertheless, traditionally, most
schools or English classrooms are still tending to overload students with
memorizing words (Hoge, 2014) which obviously is not an effective way to
master vocabulary due to single words don not afford the real meaning and proper
context. Thus, as many English teachers as such Hoge (2014) argued that, in
gaining vocabulary mastery, it is considerably effective to directly study through
phrases or even full simple sentences. “Phrases are groups of words that are
related on the idea or natural chunks of any language (Hoge, 2014, para, 3). In any
language, certain words would go with certain meanings and ideas that cannot be
separated. In this case, for example, natives say “we are on an island” rather than
“we are at an island”. There is no logical reason, but it is neither naturally and
culturally acceptable nor unacceptable. On the contrary, in most traditional
classrooms, students are obliged to memorize each word without understanding
the natural context (Hoge, 2014). Further, not only would phrases with complete
simple sentences give students new vocabularies with complete information and
proper meaning but also give them grammar learning unconsciously.
3.2 Never Study Grammar Rules
Grammar is inevitably vital to EFL or ESL learning classrooms likewise to
speaking fluency. It, consistent with linguistic perspective, is a set of patterns of
how words are put together to form phrases or clauses in both written or spoken
(Calude, 2016). Additionally, as countless linguists claimed that people would not
be proper to structure their speeches in correct sequence without language
component knowledge particularly grammar knowledge (Nazara, 2011; Goh,
2016 and others). Yet, ineffective traditional approaches to grammar learning, in
that learning grammar is viewed as morphology and syntax studies (Agustien,
2016), is stressful, overwhelming, boring and tiring activity for speaking
outcomes (Hoge, 2014). In addition, recent linguists as well hailed supportively
the current shift towards grammar teaching approaches that speech patterns and
regularities are separate from written one, in short, people study grammar-
structure habitually unconscious, not memorizing it (Calude, 2016). Hence,
classrooms are to be seized as exposure and opportunity for students to be
actively-encouraged as speakers nor passive followers.
3.3 Learning with Ears not Eyes
In traditional EFL speaking classrooms, students’ eyes are dominant as
perceptive apparatus. They are obliged to see on the screen or board to imitate
conversation example written by the instructor or driller based on the textbook or
the like. This is burdening and boring methods of teaching-learning process
(Hoge, 2014). Despite, it does not significantly help students improve their
speaking fluency. This is, for, it is contra natural reality that people learn to
communicate through their ears unconsciously not eyes as like babies learn their
first language (Sulzberger, 2009) in Hoge (2014). Listening, as defined by
linguists as such Demirel (2003) see Kapanadze (2019)
is [1] as a skill to understand speaker’s message correctly and reacting
accordingly. It is also defined as a psychological process that starts with
being aware of and paying attention to sounds and speaking images,
continues with identifying and remembering certain auditory signs; and
ends up with making sense of them [2]. Additionally, listening is an active
process, which is required for communication and it includes receiving
and interpreting messages [3]. It is also a kind of process through, which
an individual understands, interprets, evaluates, organizes, and identifies
relationships. And as result of these processes /he picks what s/he regards
 as important and valuable to store in mind out of ideas presented [4]. From
this aspect, listening is a skill that also includes comprehension and
thinking skills. (p, 1014).
Beyond, it is alleged upon research results by Eslit and Bangelisan (2018)
that there is significant correlation between listening and speaking competence. It
is obvious, that good communicator is began from being good listener or, in sum,
to sustain how to express, learners need to understand how to listen.
3.4 Repetition to Deep Learning
The fourth rule, to fluence speaking for EFL or ESL students, is to deepen
both perceptive and productive process. Hoge (2014) defined what he means by
deep learning is to repeat the same lesson in planned period to get the point where
speaking and understanding are automatic. It can be obviously concluded that
repetition played the essential role in speaking mastery. Besides, repetition has
several reasons to consider as K (2014) prosecuted that it would help students:
stressing something important, creating mood and getting better understanding.
Henceforth, it is offered to all EFL or ESL classrooms to design and preserve
students deep learning opportunity.
3.5 Learn Grammar Unconsciously
As the second rule explanation, it is great essential to understand,
moreover for speaking purposes, that learning grammar has shifted from
morphemes and structure-based towards function contextually. Since 1990s, few
linguists began to attempt to demonstrate how the grammar teaching should be
extended beyond syntax (Agustien, 2016). More linguists, in later period, such as
Thornbury (2004); Thornbury (2006); Jones & Lock (2011); Richards and Rappen
(2014) as cited in Agustien (2016) had written practical accounts concerning
grammar teaching beyond the text level suggesting that grammar is not simply a
body of knowledge students need to acquire but also grammar as a resource for
making meanings in real communication with the variety of discourses. Thus, the
unit of focus in grammar teaching is text in complex or phrases and sentences in
simple instead of memorizing rules.

3.6-7 Authenticity and Literature (question-answer story)

A.J Hoge, in his book, claimed that point-of-view story is reliable to be

source of learning material in that its authenticity and variety of grammar and
discourses are fascinatingly constructed. This, as well, has been, long time,
demonstrated by several practitioners like Devine (2016) defining authenticity as
essence objects that represent or display the language but not readily made for
ESL students and classrooms. Here, it is clear that authentic materials are not
books, podcasts or others which are been modified for EFL learners. Further,
Canado (2009) strengthen the argument that real English materials are involving
single or couple vocabularies or phrases employed in conversational English by
NESTs. Or Harmer (2007) explained as “language where no concessions are made
to foreign speakers. It is normal, natural language used by native or competent
speakers of a language” (p. 273). One of authentic materials is story which is part
of literary works. The reasons are varied: story brings fresh issues, enriched by
social culture relevancies, it pushes learners’ mood and motivation, personal
development imagery (Antika, 2016) affords good model writing, it is stickily-
memorable in mind effortlessly, helps students to assimilate the rhythms of
language (Parkinson and Thomson, 2000) in Antika (2016). In regarding to
teaching context, additionally, Uddin (2019) added that literature also gives
students opportunity to gain multi-layers idea on the text to find issues to discuss.

4. Conclusion

This paper has explored the new approaches or strategy in copying with
language demand merely speaking fluency for EFL and ESL learners namely
Effortless English System or EES promoted by A.J Hoge. Four main sections are,
first, the introductory summary. Secondly, the meaning of EES. Third, the rules
conceptualizing EES. Eventually, this exploration may be useful for learners
willing to sustain speaking fluency effortlessly, unconsciously, effectively with no
time-wasted in blended form.
To this end, EES has brought current and reliable issue to apply for EFL
and ESL learning environment either formal classrooms or informal, either paper
or paperless meeting. The seven-rule concept is boundary correlated one another
that it is not recommended to be separated. Yet, motivation or personal and
psychological aspect is the most crucial. Thus, this concept is designed not to
overwhelm students with boring and burdening works but fascinating, energetic
activities.

References
Agustien, H., I.R. (2016) Teaching English Grammar in Asian Contexts. English
Language Teaching Today, 5, 209-226.
Akkakoson, S. (2016). Reflection from Teachers and Students on Speaking
Anxiety in an EFL Classroom. Journal of Language and Cultural
 Education, 4(3), 46-70.
Antika, R. (2016). Poetry in EFL Classroom. TELL-US JOURNAL, 2(2), 20-35.
Ariyanti (2016). Psychological factors affecting EFL students’ speaking
performance.
Arung, F. (2016). Improving the Students’ Speaking Skill through Debate
Technique. Journal of English Education, 1(1), 70-76.
Burnkart, G. S. (1998). “Spoken language: What it is and how to teach it.”
ASIAN TEFL Vol. 1.
Calude, A., S. (2016). Does Grammar Matter? [Video File]. Retrieved From
https://youtu.be/Wn_eBrlDUuc
Canado, M., L., P. (2009). Reengineering English Language Teaching: Making
the Shift towards ‘Real’ English. English Language Teaching, 2(3), 2-10.
Devine, B. (2016, December 16). Use of Realia & Authentic Materials -
International TEFL Academy [Video File]. Retrieved From
https://youtu.be/SHIp5bRemso
Eslit, E., R., Bangelisan, K., G., V. (2018). Listening and Speaking Skills of
Senior
High School: Towards Progressive Communication Program.
Ghorbani, M., R. (2008). Ameritish English in EFL. Journal of English as an
International Language, 3, 7-33.
Goh, C., C., M. (2016). Teaching Speaking. English Language Teaching Today,
5,
143-159.
Graceffo, A. (2009, July 2). ESL: Speaking Real English [Video File]. Retrieved
From https://youtu.be/AsM45FkBzq8
Hanifa, R. (2018). Factors Generating Anxiety When Learning EFL Speaking
Skills. STUDIES IN ENGLISH LANGUAGE AND EDUCATION, 5(2),
230-
139.
Hoge, A., J. (2013, May 22). Effortless English Rule 1 English Phrases [Video
file].
Retrieved from https://youtu.be/r5z-lilm-gg
Hoge, A., J. (2013, May 22). Effortless English Rule 2 Don’t Study Grammar
Rules
 [Video file]. Retrieved from https://youtu.be/Z97aFszFc9M
Hoge, A., J. (2013, May 22). Effortless English Rule 3 Listen Listen Listen
[Video
file]. Retrieved from https://youtu.be/M5uWkhx5Etw
Hoge, A., J. (2013, May 22). Effortless English Rule 4 Deep English Learning
With
Repetition [Video file]. Retrieved from https://youtu.be/IkoZAL_p-SI
Hoge, A., J. (2013, May 22). Effortless English Rule 5 How to Learn English
Grammar [Video file]. Retrieved from https://youtu.be/wB8mr4iViy0
Hoge, A.J. (2013, May 22). Effortless English Rule 6 Learn Real English [Video
file]. Retrieved from https://youtu.be/hvfjwiMO35Q
Hoge, A., J. (2013, May 22). Effortless English Rule 7 Powerful English Speaking
Stories [Video file]. Retrieved from https://youtu.be/zb3RfN4Rfow
Hoge, A., J. (2014). Effortless English: Learn to Speak English Like a Native.
Sparks, NV: Effortless English LLC.
Harmer, J. (2007). The practice of English language teaching. Essex: Pearson
Longman.
K, (2014, May 4). Repetition [Video File]. Retrieved from
https://youtu.be/x346uZiXZKc
Kapanadze, D., Ü. (2019). Proposal of a Method for Listening Skills to Improve
Perceptual and Comprehensive Processing. Universal Journal of
Educational Research, 7(4), 1014-1026.
Nazara, S. (2011). Students’ Perception on EFL Speaking Skill Development.
Journal of English Teaching, 1(1), 28-43.
Nowlan, A., Samuell, C. (2019). Using Authentic Reading Materials in the
Japanese EFL Classroom. 言語教育研究センター研究, 53-62.
Pollard, A. (2014). The Realities of Real English: Voices From the Exposed.
Proctor, B., Galagher, S. (2018, June 7). Why Repetition is Necessary When
Changing Paradigms [Video File]. Retrieved From
https://youtu.be/fi8P_XYiykQ
Uddin, Md., M. (2019). Acquiring English in EFL Classroom: Role of Literature.
 Canadian Center of Science and Education, 9(1), 17-23.
Walker, J. (2013, March 1). The world's English mania - Jay Walker [Video File].
Retrieved From https://youtu.be/ZpILR21GWao