英语专业简历英文

2024-05-30

英语专业简历英文（共8篇）

英语专业简历英文篇1

发布时间:2012-03-02来源:简历V求职信

bao name

room xxx, buildingxxx, qinxi, zijingang campus, zhejiang university310058 010-8xxxxxxx13xxxxxxx

email:xxxx

sep.2005 –presentzhejiang universityschool of international studies

main courses: intensive reading, listening comprehension, oral english,advanced writing, c-e, e-c translation, c-e, e-c interpretation.optical courses: international law, economic law, civil law sep.2005 – mar.2007member of the youths’ comprehensive development society

 took part in the consulting meeting to promote the plan of comprehensive

development for university students, answering questions

 hosted promotions for the plan of comprehensive development for university

students, getting the freshmen in the school of economy and the school of

medicine know the plan

 did test work for the re-building of the web site youth’s comprehensive

development()

may.2005 – presentgoverness

 taught several middle school students english at the weekend and in the

summer holiday

 successfully helped some students improve their english, got trust from their

parents

aug.2006editor of voice of drill, the magazine of the

university during the drill



 collected and edited articlescontributed to voice of drill

aug.2007english teaching practice in wenchan high school in hangzhou

apr.2008english teaching practice in zhejiang university for non-english majors



 interacted with instructors to learn teaching skills, wrote summary reportsmade preparation for the classes(searching relevant pictures, audios, texts,making ppt), got familiar with the teaching facility

 gave classes, got praise from the instructors, as “being calm and relaxed,having good time management skills and good preparation”.scholarships & honors

2005-2007outstanding student in academy, morality at zhejiang university2005-2007the third prize scholarship(awarded to top 20% students)

2006.12the third prize in the drama match between dormitories during the 17th international culture festival of zhejiang university



英语专业简历英文篇2

With entering the information age, we are urgently required to possess a valuable wealth—learning autonomy.Learning autonomy means that it is not the end of our school education as we step out of the door of school education, but a new start of new educationlife-long autonomous learning.On the other hand, during shool education, it is impossible to obtain every knowledge from teachers in class.There is no exception to the autonomy of learning English.Therefore, autonomous learning of English for college students majoring in English matters a lot.

However, in the department of foreign languages in Ding xi Teachers College, the autonomy of freshmen in learning English is not optimistic.Through making a questionnaire, I find that most of them lack of autonomy in English learning.If their teachers don’t arrange assignments, they even seldom read their course books.In class, most of them are unwilling to speak English actively;outside of class, they seldom create opportunities to learn English, or even they come across some chances, they seldom make full use of them.

The problems mentioned above are caused by many factors.In my opinion, the

reason why a lot of college students choose English as their major is not because of their interest, but because of their employment in future.I surveyed 123 first-year English majors from Class1, 2, 3, 4, in our department.The answers of 77 students can be used to analyze the questionnaire.When No 4 question“I think learning English is fun and full of exploration, the more I learn, the more interested I will be.”was asked, Only 5 students chose“5 (completely true) ”, 19 students chose“4 (usually true) ”, accounting for 31%.While No 7 question“I think my grades of English examinations have to do with my employment.”was asked, 35 students chose“5 (complete true) ”, 24 students chose“4 (usually true) ”, accounting for 74%.Thus, they study English very passively.They study English, most of time, just for examinations.

Therefore, the level of English major freshmen’s autonomy in English learning in our school is low, and it is hypothesized that the level of autonomy relates to learning achievement.

Therefore, my research general objective is to make a survey of English major freshmen’s autonomy in English learning.

Specific objectives are to find how high is the level of the autonomy of English major freshmen in English learning;how the level of autonomy relates to learning achievement;what the differences in the level of autonomy between female students and male students are.It is hypothesized that the level of autonomy relates to learning achievement.I surveyed 123 first-year English majors from Class1, 2, 3, 4 in our school.The survey lasted 3 weeks.The survey was conducted through interview, classroom observation and questionnaire.The survey showed that the level of autonomy in English is low and significantly correlated to academic performance.In general, there is no significant difference between male and female students, but in motivation female students are higher.

As far as I know, there are quite a few books, papers and conference presentations dealing with autonomous learning.They are, namely, Establishing Self-Access From Theory to Practice by Dickinson.L, Learner Autonomy in Practice by Little.D., Learner Autonomy and the Need for Learner Training by Mcdevitt, Autonomy and Foreign Language Learning by Holec.H.However all the books are simply an introduction to the western theory and practice in autonomous learning, few applying to the typical Chinese educational context, let alone the Foreign Language Department of Ding xi Teachers College, I know all teachers learn that most students do not like to study, but few teachers pay much attention to the cultivation of English major freshmen’s autonomy and enhance them.So I made a survey of English major Freshmen’s autonomy in learning English

2 Autonomous Learning

2.1 Definition of autonomous learning

The definitions of autonomous learning are of variety, different researchers focusing on different aspects share different concept of it.Debates about the acquirement of“life-long-learning”skills and development of independent thinkers rose in the 1960s, when the concept of autonomous learning emerged.Holec, Henri is an advocator and pioneer of autonomous learning in language learning.His definition is, “The autonomous language learner takes responsibility for the totality of his learning situation.” (Holec, 1979) .

Brain Kenny (1993) defined autonomous learning in this way-autonomous learning creates opportunities for the learners to generate knowledge”.

Cotterall (2000:109) argues that autonomous learning is supposed to be viewed as an essential objective of all learning and should include such aspects of language learning process setting objectives, selecting learning strategies, and evaluating progress.

The above definitions define the autonomous learning from different aspects.I will give my definition from another angle.In my own opinion, learning autonomy is not only a capacity to learn efficiently, but also, and what is more important, an excellent habit we can carefully foster through a long time, with which we can learn efficiently and learn lifelong time with fun, with our good qualities, like positive attitude of life, determination, perseverance, persistence and so on.

2.2 Characteristics of autonomous learning

According to my definition of autonomous learning and research of Norman, Little, and other scholars, the characteristics of autonomous learning in English teaching and learning, in my opinion, are as following:

1) Time-consuming When it comes to fostering and shaping the helpful habit-learning autonomy, Rome is not built in one day.That is really the case.Like all habits, good or bad, they are not shaped in a moment.

2) Correlation with good personal qualities.If we want to shape the habit-learning autonomy, we first should pay attention to fostering our good personalities.However hard and bored at the beginning, we should have a strong will, be determined, persisted until it is a habit without which you feel empty in your heart.Its shaping is closely associated with good personal qualities.

3) Stability Once the habit of autonomous learning is shaped, it is relatively stable, it can go a long way, sometimes for some body lasts lifelong.

4) Relativity Different person shares different personalities, which affects the degrees of autonomy.like what Noman (997:193) states, the fully autonomous learner is an ideal rather than a reality.Therefore, there are different degrees of autonomy.

5) Effectiveness and fun When the habit is shaped, we will take learning as a habit, it can help us to study effectively.Language is acquired most effectively when we are directly involved in accomplishing something, and then we will have a personal interest in the outcome of what we are using the language to do, we will feel fun to learn English.

2.3 Theoretical background

Autonomous language learning approach was founded on the basis of Constructivism, Linguistic basis.

2.3.1 Constructivism

Piaget (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) stated individuals were actively involved right from birth in constructing personal meaning, which was their own personal understanding, from their experience.From his theory, we know the learner is the main role in learning and teaching.Learners take active responsibility for their own learning, engaged in formulating hypotheses to explore the rules of the target language.It is important for language teachers to help and encourage students in this process, rather than consider them as passive receivers.

George Kelly (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) , stated his idea in his personalconstruct theory.He began with the premise of‘man-as-scientist’, constantly sought to make sense of his world.People carry out their own personal experiments, construct hypotheses actively seek to confirm or disconfirm them.According to him, language is not learned by the mere memorization of discrete items of grammar, discourse, function or other aspects of language.Instead, learners are involved in an active process of making sense.As language teachers, we should take advantage of a variety of ways to get students involved in learning and construct their own understanding of the language.It is more important to teach them how to learn than to give them knowledge only.

2.3.2 Linguistic basis

Chomsky (Learning as dialogue:the dependence of learner autonomy on teacher autonomy system 23/2, 175-181) claimed that human beings are biologically endowed with an innate language faculty.The innate language faculty incorporates a set of universal grammatical principles (UG) .If students learn a few words, they have an ability to creatively use the language to express their ideas.He emphasized the importance of innate knowledge and the learner’s contribution to the process of language learning.

Krashen’s affective filter hypothesis deals with how affective factors related to SLA.In his view, the filter controls how much input the learner comes into contract with, and how much input is converted into intake.It is effective because the factors, which determine its strength, have to do with the learner’s motivation, selfconfidence, and with low anxiety have low filters, and so obtain and let in plenty of input.For language learners, it is important to be aware of the fact that whatever language input is provided in classrooms, teachers should give students effective input and create lively atmosphere.They should give students more practice and make them the host of the class.

3 A Survey on Learner Autonomy

3.1 Research purpose and research questions

The above gives a definition of autonomous learning of my understanding and its characteristics.But it hasn’t made clear how learners act in real study.I want to know the level of the autonomous learning in real life in order to find causes of influencing autonomy of freshmen majoring in English.The survey tries to answer the following questions:

1.In terms of English major freshmen, how high is the level of autonomy in English learning?

2.How is the level of autonomy related to learning achievement?

3.What are the differences in the level of autonomy between female and male students?

3.2 Methods

3.2.1 Classroom observation

In Chinese language classes, students attach much importance to classroom learning activities, so their performances in the classroom reflect some of their learning habits and learning strategies.I observed 4 English classes (Class1, 2, 3, 4) .My observations aimed to identify how they learn.I wanted to get some useful information about how the students act in the classroom.

3.2.2 Interview

In order to get useful information about how students learn English in the class and outside, I conducted several interviews.Two groups of the interviewees were selected according to their achievements.One group came from the students who get high scores on the English section of their University Entrance Examination and could communicate fluently in class.The others scored lower and were unwilling to speak English in the classroom.I paid attention to the following points in the process of the interviewing.

a.During the interview, I speak to them in English as clearly as possible.I tried to make the students feel relaxed.In this way, they could express their real ideas.

b.The questions asked in the interviews were related to their learning in the classroom and outside.

3.2.3 Questionnaire

The questionnaire used in the survey which was designed by referring to HKBU Papers in (Applied Language Studies, 4, 64-79) was designed and expected to measure the level of autonomy.It was conducted on the basis of the definition of autonomous learning.The questionnaire contains two sections.Section 1 was on background information, including name, sex, and the scores on the English section of their University Entrance Examination.Section 2 consists of 58 items belonging to the following 6 categories:learning motivation, learning content, goal-setting and plan, learning strategy, assessment, and learning help.Each item was on a five-point scale ranging from 1“this statement is never or almost never true of me”to 5“this statement is always true of me”.The questionnaire was written in Chinese so that the students have no difficulty in understanding them.

Item 1-10 is used for testing motivation, item 11-20 for resource, item21-26 for goal-setting, item 27-43 for strategy, item44-51 for assessment and item 52-58 for learning environment. (see table1)

Before these items were designed, the validity was considered carefully.Mativation includes extrinsic motivation and intrinsic motivation.Although we consider teachers’efforts to motivate students, we do believe that ultimately students should become selfmotivated.The survey claims that intrinsically motivated people do things for their own sake instead of external reward.Intrinsic motivation is strongly related to self-regulation, one element of autonomous learning.Motivation was investigated through rating scales of various kinds of their attitude toward the language, the culture, and the learning process.The questions were mainly concerned with intrinsic motivation, such as“I am interested in English”, “I like to communicate with others in English”, “I think learning English is challenging and interesting”.

The items for learning content involve resources in class and outside.Here I suppose what students learn is determined by learners rather than their teachers.

The items for goal-setting and study plan are concerned with planning, time management.Goal-setting means that students set their learning objectives on their own.

The items for strategy mainly consist of listening, speaking, reading, writing, memory and other learning strategies.

The items for assessment include self-regulation, self-summary, self-assessment and self-reinforcement.

The items for help include physical environment and school culture.It showed how students get help from teachers, peers and other resources.

3.3 Results of the research and findings

3.3.1 Data analysis

3.3.1.1 Correlation between different variables

The questionnaire was divided into six parts in order to test its reliability.Correlation analysis was used to test the relationships between different variables.Through calculation by the software SPSS 13, the reliabilities between the six dimensions range from0.770 to 0.961, which proved that the questionnaire was reliable and these six aspects were highly consistent.We can use it to identify the level of autonomous learning in Foreign Language Department of Ding xi Teachers College.As shown in Table 2, a close relation existed between the 6 variables of autonomous learning.Help had the strongest correlation with Assess.

3.3.1.2 Levels of autonomy

Means and standard deviations of the learner autonomy in English learning on each aspect are described in Table 3.Most of the means are nearly half of the total.That means students didn’t have high level of autonomous learning.Of all the components, college students showed the lowest degree in assessing.The standard deviation is one of the most important statistical measures.It shows the typical amount by which values in the data differ from the mean.From the table we can see standard deviation of strategy is the highest and then comes motivation.All the standard deviation were big, which may be due to fact that students graduate from different middle schools.

3.3.1.3 The relation between autonomy level and English achievement

In order to answer the second question, college students were divided into two parts in terms of the scores in College Entrance Examination, high-achievers are above the average score while the others are low-achievers.

The description of the levels of autonomy in high-achieving learners and low-achieving learners. (N1=51, N2=51)

The data indicates that high-achievers are significantly superior to the low-achieving ones in the overall level of autonomy.The autonomy in all the components is significantly related to learner achievement.

3.3.1.4 The differences in the level of autonomy between female students and male students

M1=mean of autonomy in high-achieving learnersM2=mean of autonomy in low-achieving learnersS1=standard variation in high-achieving learnersS2=standard variation in low-achieving learners

In order to answer the third question, college students were divided into two parts, male students and female students. (N1=78, N2=24)

M1=mean of autonomy in male learnersM2=mean of autonomy in female learnersS1=standard variation in male learnersS2=standard variation in female learnersThe data shows that there are no significan

The data shows that there are no significant differences between male and female students (p>0.1) .But the autonomy of females in almost all the components except content was superior to males.

3.3.2 Classroom observation

Good learners were actively involved in classroom activities.They took notes when necessary and listened to the teacher inventively.They willingly and actively answer questions and think for themselves.In spoken English activities, they actively expressed their ideas and tried to use newly-learned words, phrases and sentences patterns.They seemed to have a strong desire to communicate, or learn from communication.They made up their own sentences instead of referring to the ones on the textbook.They were not afraid to make mistakes.If they had questions which could not be solved by themselves, they didn’t hesitate to ask for help.They took the initiative to speak in class.On the contrary, low-achieving students were tired of English.They tended to prefer written work, such as grammar and other written exercises.In class, they seldom took notes.Some of them don’t know what to take because their middle school teachers often told them what they needed to write down, but in college, it all depended on themselves.They were unwilling to answer questions unless asked to do so.If they had to do some presentations, they often read the original words in the books.Though they sometimes talked with their partners, they sometimes speak Chinese instead of English.

In reading, good learners did better than less successful students.They could take advantage of reading strategies well, such as scanning, skimming and guessing unfamiliar words from the context and find topic sentences easily.However low-achieving students couldn’t finish material in the limited time.Some of them even moved their fingers or pens while reading.They focused on words rather than meanings.

In writing, high-achieving students often wrote outlines first.They followed the teachers’requirements and directions of the training materials.After writing, they often checked their own assignments and sometimes ask their peers to do so.But low-achieving students often ignore the writing requirements.In addition, they made many grammatical mistakes in the sentences and submitted to the teacher without checking.

Neither high-achieving students nor low-achievers cooperated with their classmates in class.Females did much better in speaking than males.Quite a few males were reluctant to speak English in class.In the other fields, there were no differences.

3.3.3 Interview

students were also asked to reflect their learning, which includes the following questions:

1.Do you have a study plan?

2.Are you active in class?

3.What activities do you undertake to learn English after class?

4.Why do you want to carry out such activities?

5.Are you attentive or absent-minded?

6.How do you carry out this activity?Do you use any methods?

A high-achieving student:I have study plans.In class, I am active because it is good for me to practice my English and keep myself alert.I like reading English newspapers and magazines. (China Daily, 21stCentury, and English Salon) .They are too expensive.So I often read English books in our library.When I met new words, I guess their meanings.After reading, I look them up in the dictionary and write in my notebook.I like reading in the classroom.No one interrupt me there.I also like to speak English with my friends outside.I appreciate self-evaluation very much.

A low-achieving student:I don’t have a study plan.In class, I don’t like to answer the teachers’questions though sometimes I know the answers.I want to read some English materials outside class.But there are too many new words.I had to give up.Speak English?No chance.

3.4 Discussion

On the basis of the data analysis, we can conclude the level of autonomy has a significant relation to learner English achievement.The over mean of autonomy in high-achieving learners are higher than that means of autonomy in low-achieving learners.What made them different?

Motivation

It is admitted that motivation is highly correlated to achievement, and this correlation is taken as evidence that highly motivated students do well in school and outside of school.The relationship may be in the opposite direction from that which is commonly assumed.That is, it may be superior achievement that enhances motivation as well as high motivation leading to superior performance.57%of low-achieving learners choose“they are never or seldom interested in English”and“only 10%of them like to communicate with others in English.”while 62%high-achievers say they are interested in English and 71%of them like to communicate with others in English.

There are two types of motivation, extrinsic and intrinsic.When the only reason for performing an act is to gain something outside the activity itself, such as passing an exam, or getting financial rewards, the motivation is likely to be extrinsic.When the experience of doing something generate interest and enjoyment, and the reason for performing the activity lie within the activity itself, then the motivation is likely to be intrinsic.Although both extrinsic and intrinsic motivations play an important role in learning, here intrinsic motivation is mainly dealt with and autonomous learners are self-motivated.Maslow (1970) claimed that intrinsic motivation is clearly superior to extrinsic.One of the most effective ways to help both child and adults to think and learn is to free them from the control of rewards and punishments.It was found that students who were interested in continuing their study beyond the college entrance requirement were positively and intrinsically motivated to succeed.In contrast, those who were only in the class to fulfill entrance requirement exhibited low motivation and weaker performance.

Learner level is likely to be one factor governing how important this type of attitude might be.It is possible that at the advanced level attitude towards the reference group will be more important than lower down.At the advanced stage getting inside the culture is more important.If the learners are interested in the target language community’s culture, custom, media and so on, it is more probable that they possess intrinsic motivation.It is also accepted that intrinsic motivation with long-term benefit and extrinsic motivation with short-term benefits.

The study of motivation also raises the interesting‘chick and egg’issue of cause and effect.Motivation may also lead to success;but success can also lead to motivation.

From the data, we can also see female students have a little higher motivation level in English.First it may be because girls have stronger competence in language learning.Second, maybe females are under pressure in education and employment.

4 Conclusion

In the thesis, I made a survey on learners’autonomy in English learning in Foreign Language Department of Ding xi Teachers College.The survey was based on the autonomous learning.I mainly focus on the understanding what autonomous learning means, including its definition, its characteristics and theoretical background.Then I use interview, classroom observation, questionnaire survey to explore the level of autonomy, the relation between the level of autonomy and English achievement, and the difference between male students and female students.At last, I point out one main cause which influences the level of autonomous in learning English.The survey showed that the level of autonomy in Foreign Language Department of Ding xi Teachers College is low and significantly correlated to academic performance.In general, there is no significant difference between male students and female students, but in motivation, female students are higher.By writing the thesis, I hope I can provide some useful information so that the teachers in our school know their students well about their autonomy in English learning, and help their students learn English actively and autonomously.

Though I have tried my best to ensure reliability and validity of the survey, due to my limited knowledge and current conditions unsolved, the present paper still needs improving.In the terms of methods, questionnaires may cover more aspects.Moreover, the subjects were chosen only 4 classes of freshmen in our school, which might affect its representative.Nevertheless, this paper describes what is actually going on in our EL classroom.It is expected that the result of the survey will benefit both teachers and students.

参考文献

[1]Andrew D Cohen.Strategies in Learning and using a Second Language[M].Addision Wesley Longman Limited, 1998.

[2]Cotterall S.Developing a course strategy for learner autonomy[J].ELT Journal, 1995, 49 (3) :219-227.

[3]Cotterall S.Promoting Learner Autonomy Through The Curricu lum:Principles for designing language courses[J].ELT Journal, 2000, 54 (2) :109-117.

[4]Dickinson L.Self-instruction in language learning[M].Cam bridge:Cambridge University Press, 1987.

[5]Ho J, Crookall D.Breaking with Chinese cultural traditions:Learner autonomy in English language teaching[J].System, 1995, 23 (2) :235-243.

英语专业简历英文篇3

关键词：高职英文录入课堂教学

信息化社会，电脑岗位呼唤具有高文字技能的信息化人才。除了部分专业操作软件的运用，录入技能在某种程度上也能决定求职者的去留。高职院校不仅要培养学生的知识水平，更要注重学生的技能培养。

一、学生现状

高职学生在入学之前，多数在中学阶段已经学习过基础的计算机操作。作为英语专业的学生，基本的语言水平也已经具备。但是，学生平时接触的最多的是中文的录入活动，习惯的也是各种智能中文输入法。录入中文时，可以采用拆分词根、偏旁、声母韵母等方法，智能输入法在某种程度上也可提高效率。另外，部分学生认为自己平时在通讯软件上聊天时，打字很快，便认为自己的录入水平已经很高，不再需要进行系统的练习。

但是，笔者通过课前的简单测试发现事实不容乐观。测试时，笔者不给出任何要求，只让学生按照顺序在空白WORD文档录入26个大写英文字母，完成后举手。看似简单，问题却不少：第一，极个别的学生不能切换大小写。第二，少数学生不会启动WORD文档。第三，部分学生的坐姿和指法不标准，这也是最普遍的问题。测试结果显示，只有非常少的学生能在30秒内完成，录入最慢的学生需要120秒甚至更长。

为什么有些学生在平时使用智能中文输入法打字时很快，但是进行英文录入时效果却不理想呢？除了前文提到的中文输入以及智能输入法的辅助作用外，习惯是很重要的原因。因为学生习惯了录入中文，习惯了自己平时打字的姿势和指法。另外随着智能手机的普及，学生习惯了在手机上进行录入活动。

二、课堂教学

通过对这些问题背后的原因进行分析，基本可以确定《英文录入》的课堂教学思路。该课程的教学目的是培养学生能熟练掌握英文文章盲打录入操作技能、为学习和应用专业课程打下良好基础，提高学生能力与素质，培养学生的动手能力。通过大量的上机操作，让学生经常参与实践与探索的过程，促进学生良好录入习惯及学习方法的掌握，实现盲打。首先，要让学生意识到英文录入技能的重要性，端正练习态度。其次，要结合学生和课程本身的特点进行教学设计。

（一）不同于英语语言知识需要教师进行详细的讲解，录入作为一门技能，需要学生用大量的时间进行自我实践方可掌握。因此，教学过程中应该以学生实践为主，教师讲解指导为辅。

（二）学生的实践至少应该包括两个方面。一、录入姿势。要帮助学生形成正确的基本的录入姿势。二、录入指法。指法的掌握是一个复杂长期的过程，可以根据键盘的分布特点分割成不同的环节，环环相扣，由简到难。

（三）学生实践为主并不是任由学生操作。不可否认，部分学生的自我约束能力不够。如果没有教师的监督，容易忘记课堂的目的从而出现玩游戏、聊天等现象。因此，教师必须发挥自己指导监督的作用，一方面可以督促学生认真进行练习，另一方面可以发现学生在练习中出现的错误并及时纠正。同时，录入技能的培养需要长时间的联系，课后还要督促学生每天坚持进行练习。

如前所述，部分学生的英文基础不扎实也会到时录入效果不理想。这一点就需要教师督促学生在课后及时提高，课堂上再通过上机练习提高录入录入水平。

（四）在实际的教学过程中，学生们可能会感觉打字没意思，太枯燥，以致45分钟的课堂利用率不高，课堂效率大打折扣。因此具体在每一节课的实施过程中，可以在上课前10分钟左右的时间进行简单测试，主要看学生最近的练习情况及进步情况同时调整练习进度。在学期中，则可以利用教学平台进行练习成果展示或在班级内进行录入比赛。让学生轮流到讲台上进行录入，通过平台展示给其他学生。这样做不仅可以让学生了解别人的录入水平，也可以以赛促学。

（五）结合学生的实际计算机水平，在平时的教学活动中，可以适当穿插常用计算机操作及软件使用以及常用快捷键的使用等。

三、结语

需要说明的是，英文录入与现在广受欢迎的速录不同。后者需要专业的设备，而《英文录入》作为英语专业的一门专业基础课，主要是提高学生及计算机录入水平，从而为之后的就业打下基础。与英文写作、口语表达等对英语的语言知识要求较高不同，英文录入技能的养成跟英语语言基础关系不大，难的是如何通过大量的练习提高自己的录入水平（速度和正确率）。因此严格来说，《英文录入》不是教师教，而是学生做。学生在做中学，在做中提高自己。

英文简历英语专业学生篇4

Name: Xin WangGender: Female

Date ofBirth: Sep.21,1991Health: Excellent Marital Status: Single

Mobile Phone: 12345678901

E-mail:

Address:

Educational Background:

Sep.2010 to present: Sichuan University

Majoring in English

Sep.2007 to June.2010: Chengdu High School

Work Experience:

Oct.2011 to Nov.2011: Chengdu Tianmeng Investment ManagementCo.Ltd.Sales

June.2010 to Aug.2010: Ruicheng Hotel Chengdu

Waiter

Qualification & Certificates：

Mar.2011Got the certificate of SCET-3

Resume

英语专业简历英文版篇5

Sex: Female

Date of Birth: 1985-10-10

National: Han

Height: 164 Weight: 48

Place of origin: Shanghai

Current location: Shanghai

Education: Undergraduate

Political outlook: Party members

Graduate institutions: Jiangxi Normal University

Graduation Time: June

Studies by category: Foreign Language category

Professional title: Business English

Contact Tel:

Educational background / training experience

And professional expertise

Foreign Language: English Language: 6

Computer capability: Putonghua at the provincial level: good

Presentation and other professional expertise

Majors:

Comprehensive English, English Reading, English audio, English writing, English, English tone of voice, Britain and the United States country profile, English newspaper culture, international business negotiations, international business contracts, letters and telegrams of international business, international marketing, advanced English, English-Chinese translation, Ya thinking and so on.

Minor courses:

Japanese, international finance, management, organizational behavior, accounting, economics.

Personal strengths:

I was a highly principled, practical work hard, have a sense of responsibility, caring, friendly, and have good communication skills, team spirit, strong adaptability and enterprise, learning ability, interest in a wide range.

Personal practice, work experience

/08--2005/09 drama rehearsal话剧社in a foreign language, on behalf of Xinyu College to participate in social performance

/07--2006/09 in the “stars of hope” remedial classes as English teacher

2006/10--2006/10 “11” color TV during the promotion to do in Nanchang

2007/07--2007/09 Putuo District in Shanghai as the three teachers tutor students

Job intentions

Job type: Full-time monthly salary requirements: Negotiable

I hope the candidates positions: Business / Trade / International Business candidates other jobs: salesman / sales representative

Hope that the Working Location: Shanghai, other duty stations:

Self-evaluation

I am in school majoring in Business English professional, time and again was awarded a scholarship, she won an Outstanding Student Award, students Miyoshi title. Members at school to learn the post office, through the University of English and professional 4 6, the eight-question, and to participate in high-level Business English Certificate exams (BEC Higher).

英语专业毕业生英文简历篇6

Name: Wang Jiang Gender: male Date of Birth: 1986/02/22

Residency: HuangShi Zip Code: 435002 Career Objective：English Teacher

Home Tel: 086-0714-3809428 Mobile:

Email: Wang Jiang 19860222@163.com Political Background：probationary party member

Leadership Position：the chair of league member

Address: HuBei province HuangShi City Ma Fang village

Work Experience

2005/07-2005/9：commended by dean to be an English private tutor in BeiJing

2006/03--2007/05：QiHui private tutor Center as an English Tutor in XianNing

2007/06-2008/12：as an English Tutor teaching High School student in HuangShi

2007/10-2008/05：as a student secretary of the college of foreign studies

2008/08-2008/12：an English training teacher of Info Tech Essentials, Inc. Huang Shi Branch

Education

2004/09--2007/06 XianNing University English Education Associate

2007/09--2009/06 HuBei Normal Univercity English Bachelor

Training

2006/10--2006/12 No 14 Middle School in HuangShi city English cadet teacher

Language Skills

English excellent Japanese average

Certifications

2008/03 TEM Level 8 EVIII 0810045236

2007/04 TEM Level 4 EIV 0710075088

2006/06 CET-6 061242066001800

2005/12 provincial Computer Level Test Band1 2005121141345

2004/12 Mandarin Chinese Rating Certificate X1140430787

2007/7 Teacher qualification certificate 20074210730000459

Honors/Awards

national scholarship

the first ranking scholarship

the second ranking scholarship

3 good’s student

outstanding student leader9 f2 m: |# H,

excellent League Member

the second price in teacher skill competition in HuBei Normal University

the first price in normal students’ teaching lesson

the third price in students’acqierement

the outstanding price in first term in Telecommunications Cup Resume Competition

Self Assessment

self-confidence, industry, and enthusiasm as well as great passion for education

英语专业简历英文篇7

20 世纪70 年代以来, 二语写作中句式的特点受到越来越多的关注。句法复杂性被当作二语写作发展的一个重要指标 (Polio 2001) 。对句法复杂性的研究大致有以下4 类:

1. 研究句法复杂性来检验教学干预对书面语言使用的影响。

2. 研究不同教学层次或年级水平之间在二语句法复杂性特征上的差异。

3. 将句法复杂性作为一个评价写作质量的重要指标。很多研究者发现句法复杂性和写作水平高度相关。

4. 通过研究句法复杂性以检验学生写作水平是否随时间推移得到提高。

在二语写作领域中, 早期的对于句法复杂性的定义仅强调句法的复杂程度和句法结构的嵌入。句法复杂性的发展, 意味着用较少的词语表达更多想法或传递更多信息的能力的发展Wolfe-quintero等 (1998) 将句法复杂性的定义更为明确化:句法复杂性即是学生“可以懂得并能够熟练使用大量的基本结果和复杂结构。缺少复杂性则意味着只能使用范围窄小的基本结构”。Ortega (2003) 认为句法复杂性是指出现在语言生产中语言形式的变化幅度和复杂程度。语言单位的长度、嵌入结构的多少、结构类型的多少, 以及具体结构的复杂程度等都是研究句法复杂性需要量化的对象。

文秋芳 (2007) 对四个年级英语专业学生外语写作中句法复杂性特点进行分析, 认为大学生普遍存在着句式缺少变化的问题。从句子类型和句子结构方面对英语专业大二学生的英语写作进行了分析, 结果发现英语作文中充斥着大量不完整的句子而且句型缺少变化。中国研究对象大多为英语专业学生, 对非英语专业学生的研究有待进一步深入。

一、研究设计

(一) 研究问题

本研究尝试采用定量和定性分析相结合的模式围绕非英语专业学生外语写作中句法复杂性的特点展开分析和研究, 试图弄清句法复杂性与写作水平之间的关系。本研究以山西医科大学非英语专业学生的随堂命题作文为语料, 在对文本的数据分析的基础上, 探讨了非英语专业在校本科生作文中句法复杂性的特点, 本研究试图解决的问题是:

1. 非英语专业大学生在英文写作方面呈现哪些形式的句法复杂性?

2. 不同水平的学生在英文写作呈现的句法复杂性方面有哪些异同?

3. 不同年级的学生在英文写作呈现的句法复杂性方面有哪些异同?

4. 不同写作水平的学生呈现的句法复杂性方面有哪些异同?

(二) 研究对象和工具

本研究选自山西医科大学2011 级和2012 级非英语专业本科的两个自然班的课堂限时作文, 在两个班的作文中各自随机抽取30 篇作为研究文本, 写作文本保留其原有错误录入word文档。首先, 对学生作文进行编码, 编码后的文章将顺序打乱之后由两名教师按照TOFEL的TWE评分标准进行评分。然后, 对评分进行信度分析, 达到理想值后将两个评分员的平均分数作为相应的写作成绩。学生文本按照写作成绩选取前20 份和后20 份作为研究样本, 分为高分组和低分组。

本研究将采用Polio (1997) 对于T单位的定义对学生文本进行分析, 句法复杂性选择基于T单位和句子的复杂性测量以及复杂性比率两个方面的指标, 分析非英语学生英语写作中的句法特点。

1. T单位的长度, 其中包括T单位长度、子句长度、句子长度和无错误T单位长度。

2. 复杂性比率, 其中包括T单位复杂性比率、从属子句比率、无错误T单位比率和句子复杂性比率。

二、研究结果和讨论

由表1 可知, T单位长度, 子句长度, 句子长度和无错误T单位长度和学生的写作水平成线性关系。高分组在T单位长度和无错误T单位长度两方面均高于低分组, 这反映出高分组的学生在写作过程中能够比低分组的学生完成更长而且正确性更高的T单位。但是独立样本t检验分析结果证明这种差异并不具有显著性因p =0.592。而低分组在子句长度和句子长度方面高于高分组的原因主要是有较多的流水句, 流水句能够影响句子长度和子句长句这两个变量的统计。

由表2 可知, T单位复杂性比率、从属子句比率以及无错误T单位比率和写作水平均呈现线性关系。统计结果显示, 高分组的成员在写作中能够更好地处理和控制句法正确性和复杂性之间的关系。而低分组的成员在写作增加句子复杂程度时缺乏对句子正确性的监控。根据独立样本t检验的结果, 高分组和低分组只有在无错误T单位比率方面存在显著性差异 (p <0.05) 。这说明无错误T单位比率是检验作文水平的一个良好指标。

低分组显示出较高的句子复杂性比率受其写作中出现较多流水句的影响, 同时这种差异并不显著p =0.994。Bardovi-Harlig (1992) 指出基于句子的复杂性测量指标比较理想, 但是本研究结果表明这些指标受到学生流水句的影响并不能很好地反映写作水平。文秋芳对于英语专业学生句法复杂性的研究也表明基于句子的复杂性指标不能够反应第二语言学习者的句法变化特征。

结束语

本文将多种能够表征句法复杂性的各种变量与学习者的写作质量结合起来, 有利于对句法复杂性和写作水平关系的进一步深入研究。

本研究的结果表明, 基于T单位的句法复杂性变量中某些指标, 如无错误T单位比率是衡量第二语言写作较为理想的指标, 而句子作为检验指标并不具有太大的可靠性, 未来的研究可进一步扩大研究变量的种类和增大样本的数量。同时, 本研究由于受条件限制采用横断面研究的方法, 未来研究可以使用历时研究以得到更为可靠和全面的研究结论。

在教学实践方面, 教师应注意在写作教学中强调句法复杂性的地位和作用。教师可以采用多样的方法提高学生对句法复杂性的关注程度。如, 重视对句子的结构以及分析句子的复杂程度以帮助学生理解高质量作文在复杂性方面表现出的特征。强调句子复杂性可以帮助学生深度剖析文章, 从语法句法角度了解句子的结构。只有从结构上了解了文章的习作手法才能从语用方面了解文章的意图和写作目的。所以, 改写练习能够辅助学生深入理解句法复杂性的相关语言知识。

本研究对写作评分方面也有借鉴意义。在写作评分过程中, 教师应当考虑学习者作文中句法的复杂程度。对于在较为复杂的句子结构中出现不大严重的语法错误, 作文评分员可以考虑采取一定的宽容态度以引导学生提高写作中句法复杂性。

参考文献

文秋芳, 秦晓晴.2007.中国大学生英语写作能力发展规律与特点研究[M].北京:中国社会科学出版社.

Bardovi-Harlig, K.A.1992.second look at T-unit analysis:Reconsidering the sentence[J].TESOLQuarterly, (26) :390-395.

Ortega, L.2003.Syntactic complexity measures and their relationship to L2 proficiency:A research synthesis of college-level L2 writing[J].Applied Linguistics, (4) :492-518.

英语专业简历英文篇8

关键词：商务方向；教学方法；英文外贸函电

一、商务英语方向的特点

随着经济全球化并且我国加入世界贸易组织，国际商务活动发展日益蓬勃，国际贸易往来也变得日益频繁，因此为了迎合社会对商务人才的需求，绝大多数高校的英语专业划分了商务英语方向，教学目标从培养学生掌握纯英语语言技能升级为使学生成为“英语+外贸知识”的复合型人才。而英文外贸函电是商务方向学生的一门理论结合实践的必修课程。

然而，这一课程的学习需要以多门先修课程为基础，如国际贸易实务，商务英语谈判，甚至是外贸跟单等，所以在讲授上，一般放在最后一个学年甚至是最后一个学期，而这样的安排会产生一系列问题，最突出的就是课时缩水。由于商务方向一般从大三才开始划分，这便不同于商务英语和国际贸易专业的学生可以从大一便能够详细学习外贸的各个分支及流程，并且商务方向的学生在最后一个学期会面临实习及就业等问题，所以不同于国际贸易实务等相对基础的课程，函电课程的课时一般不会超过32节，这就给讲练结合的教学形式增加了难度。再者，在有限的时间内，如何让选择商务方向的学生像商务英语专业的学生一样系统并详尽地学到外贸函电的相关知识，并在特定的贸易环境中掌握独立撰写函电的能力，已经成为教学中需要深切探讨的课题。

二、传统的教学方法的弊端

对于英文外贸函电这一课程来说，传统的教学方法不外乎以下几点：首先，教师利用三分之一的课时讲与单元内容相关的贸易背景知识和基本概念，然而由于这些知识学生在先修课程中已经学过，所以这个步骤实则是教师引导学生回顾的过程；其次，教师一般会告知学生这类函电的写作步骤及常用的句型，并讲解写作中的注意事项；再次，教师会以几篇范文为例，给学生具体地讲解其中的句法及常用语，并根据范文内容引导学生牢记写作步骤；最后，教师提出写作要求让学生练习独立撰写。

然而上述传统的教学方法，针对商务方向的学生有几个明显的弊端。第一，与商务英语专业的学生不同，商务英语方向的学生一般从大三才开始接触商务英语的相关概念，知识的理解上缺少一个潜移默化的过程，致使学生无法深刻领悟其中含义，因此函电教师再次提及这些概念的时候，很多学生只记得学过但不记得具体含义，所以，这一回顾背景知识的过程多为教师唱独角戏，互动性不强，再者学生对枯燥的理论讲授过程会存有倦怠感，并且这一步骤教师是全英授课，对学生本身的英语语言技能就是一个考验，若学生不能全心投入到教师的思路中来，便会与整个教学环节脱轨。第二，通过范文讲授函电常用语句，学生无法系统的记忆，只能针对范文中提到的内容做零星的记忆，学生想要进行知识的整合和梳理往往难寻头绪。第三，做练习这一步骤是问题最突出的，笔者在上文提到商务方向函电这一课程的课时不会很充裕，因此给学生设定贸易环境让学生撰写函电这一传统的写作练习环节可能产生两个后果：其一，学生草草写完，教师没有时间仔细阅读并整理出其中普遍存在的问题并在课上帮学生纠正，反而只能随意以几名学生的电函为例来评价并讲解问题所在，这样的教学活动受众面较小，大多数学生会抱着不会选到自己的侥幸心理不认真对待这一写作过程。而若教师给学生充足的时间写，课后统一收上来批改，就会产生第二个后果，即课堂时间的利用效率降低。课堂九十分钟，所有学生都想从老师那里学到课本上没有的知识，若教师空出近乎三分之一的课堂时间给学生自己运用，课堂活动的安排会变得虎头蛇尾，学生也会觉得知识的汲取供不应求。

因此根据笔者近几年的教学经验，针对英语专业商务方向外贸函电课程的特点，探索出以下教学方法。

三、推荐使用的教学方法

1.以完整的贸易流程为框架，让学生系统的的了解贸易往来中各环节函电的撰写方法。

针对英语专业商务英语方向函电课程课时量不够充足这一点，教师应对所规定教材的教学内容做适当取舍，在制作教学大纲时就应确定，着重讲授的部分应该和贸易流程中重点环节相关联。比如说，一次完整的贸易往来可以分为五大步骤：贸易的准备，贸易的磋商，合同的签署，贸易的执行以及贸易的善后。其中每步下面可由一些分支构成，如贸易的准备包括建立贸易关系及资信调查；贸易的磋商较为复杂，包括询盘，报盘，还盘，订单及订单的确认等；合同的签署包括合同的写法，常用语，及销售确认书等；贸易的执行一般包括支付方式，包装，运输，保险；贸易的善后问题中最重要的是申诉，索赔和理赔。此外如果时间允许，还可以填充促销，代理，投标等内容。有了这一框架，再和教材中的内容灵活地一一对应起来，教学便可以系统化。但是，这还不是关键所在，重点是这些环节需要由一个具体的贸易实例填充并串联起来，此处可结合“商务模拟公司”教学法，比如模拟进口公司A，出口公司B，A需从B处进口一批纺织品，整个课程围绕着这两个公司的贸易往来展开，从二者如何建立贸易关系，到对纺织品的询盘报盘下订单，再到签订合同及后期的装运等问题，为学生讲授其中每一步的函电是如何撰写的，让学生对整个课程有一个整体的把握，不会顾此失彼。教材上的范文可以作为扩展阅读，并选出典型的让学生分析并评价用词是否得当，意思是否表达完整，培养学生的批判思维，因为批判思维对学生独立分析问题的能力起积极推进的作用。

2.教学中教师应擅于归纳函电用语并引导学生牢记写作步骤。

为了避免学生对函电常用语记忆零散这一问题，教师应阶段性的帮学生总结意思相似的语句，如达成交易可以用complete a transaction， conclude a business 或close business等词语表达；又如在函电或合同中出现hereby一词，教师应帮学生总结here， there， where 加介词的规律。另外，教师引导学生牢记写作步骤是传统函电教学法的延续，学生对每一类函电的写作步骤烂熟于心是他们在以后的工作岗位上业务操作熟练程度的有力证明。例如当学生得知要写一篇还盘函，头脑中需清楚地呈现出如下几步：对卖主报盘表示感谢；对不能接受对方报盘表示遗憾并告知原因；做还盘，提出建议；期望建议被采纳并渴望得到早日回复。学生在撰写函电时严格遵循写作步骤的策略性和完整性，对两个公司建立和维系长期的友好互利的贸易关系起到促进作用。

3.构建翻译与实训相结合的练习模式

针对上文提及的写作练习环节教学设计所面临的困境，最好的方法是构建翻译与实训相结合的练习模式。函电课程的定位应侧重于写作实践，而对于商务英语方向的学生来说，在有限的时间内提高写作练习的效率，通过练习巩固写作步骤及句型，并使信函的传情达意严谨得体，最基本的练习形式是翻译。教师可给出与课程相关的句子让学生运用课上所学进行口头的英汉互译，翻译是没有唯一标准答案的，学生在想方设法运用函电用语来翻译句子时，不仅巩固了所学的词语句型，无形中也锻炼了他们独立思考的能力。

教师随后给学生指定具体案例并把学生分为写信人及收信人两方，以不同的角度来进行函电的实训。比如一方撰写订单函，另一方写回绝订单函，两组学生可以自由选取翻译练习中的句子用在自己的信函中，也可组织其他的语句使函电步骤完整，内容充实，每个组的组员分工明确，通过讨论和记录整理出两三篇同一主题的信函即可。这样的设计使学生在身临其境的紧迫感的驱使下更加深刻的理解相关的贸易操作流程，提高独立撰写函电的能力，因为在通过函电进行磋商的过程中，掌握较差的一方所处的劣势很容易展露出来，这样一来学生的竞争意识会化作他们的学习动力。另外，实训中的函电可以用之前已经翻译过的句子来构建，这就把两个环节融为一体，大大节省了练习时间。再者，每人都参与思考但不是每人都写，这使学生操作过程中出现的普遍问题更容易整理，也为教师集中点评争取了时间。

然而这些方法，需要教师在课前多花一些时间和精力搜集大量的操作性强并结合实际的案例，归纳与案例相关的句子及用语，并要求教师对整个课程的脉络有一个宏观的把握，并清楚地认识其中每个分支间的内部联系。因此，关于外贸函电这门必须把理论和实践结合起来的课程，它的教学方法是深值广大英语专业商务方向教学工作者探究的。

参考文献

1.王玮韦.外贸函电实训教学模式研究[J].长江大学学报，2011（10）

2.吴金凤.商务模拟公司教学法在贸易函电实训中的运用[J].科技信息，2011（3）

【英语专业简历英文】推荐阅读：