中国移动英文介绍

中国移动英文介绍（通用8篇）

中国移动英文介绍 篇1

established in 1909 and was later expanded and renamed Jiaozuo Institute of Technology.In 1950, Jiaozuo Institute of Technology moved to Tianjin and was renamed the China Institute of Mining and Technology(CIMT).It became the first higher learning institution in the field of mining in China.In 1952, during a national readjustment of higher learning institutions, the

mining engineering departments of Tsinghua University and the now-defunct Beiyang and Tangshan Railroad Universities were merged into CIMT.In 1953, the Institute moved to Beijing and was renamed Beijing Institute of Mining and Technology(BIMT), where it became one of the eight most renowned institutes in Beijing.In 1960, BIMT was rated a key university in the nation.During the period of the Cultural Revolution, it moved to Sichuan Province and was renamed the Sichuan

Institute of Mining and Technology.In 1978, with the approval of the State Council, a new campus was established in Xuzhou, Jiangsu Province, with the school name restored to CIMT, and was rated by the government as one of China’s 88 key state universities.In 1988, the institution was formally renamed the China University of Mining and Technology(CUMT), and in 1997, a second campus in Beijing was established with the approval of the Ministry of Education.As the oldest higher learning institution with a focus on mining engineering in the country, CUMT has been and continues to receive much attention and support from leaders of the central government.On May 11, 1988, Deng Xiaoping inscribed in his own handwriting the name of CUMT(it appears on the cover of this brochure)which is a mark of great distinction in Chinese culture.On January 19, 1996, then President Jiang Zemin and vice-premier Wu Bangguo personally inspected the facilities for coal water mixture preparation technology on the Beijing campus.On May 18, 1999, Jiang Zemin wrote the inscription for CUMT’s 90th anniversary as “Be enterprising and innovative in exploration, be rigorous and meticulous in academic pursuits, and build the China University of Mining and Technology into a first-class university of science and technology in the field of energy resources.” On June 16, 1999, former premier Li Peng wrote a second inscription entitled “Develop the cause of energy resource science and education.Train outstanding talents for the new century.” Former vice-premier Li Lanqing visited the school on October 8, 1999, followed by Mrs.Chen Zhili, the State Councilor and former Minister of Education, who paid a visit in May 2002.After over 90 years’ growth, a multidisciplinary system has emerged at CUMT.The system focuses on mining engineering and gives priority to engineering

disciplines.At present, on the main campus in Xuzhou, there are 19 schools with 60 undergraduate programs.CUMT offers 50 additional doctoral programs and 100 master’s programs.CUMT now has 8 key disciplines rated by the Chinese government as national priorities in education, and 13 recognized as key on the

ministerial or provincial level.Schools hosting the 8 key disciplines are able to invite special professors both in China and from abroad to help with discipline development under the “Specially Engaged Professorship under the Yangtze River Scholar Award Project”.Post-doctoral research opportunities are also available in 11 fields.During the ninth “Five-year Plan” period in 1996-2000, the “211 Project” was implemented, and during that period, CUMT achieved remarkable success in 12 research projects highlighted by three theoretical and five technical achievements of international standing.The university continues to operate under the “211 Project” today.CUMT boasts a large and well-qualified staff.The main campus in Xuzhou hosts more than 3,000 staff with over 1,400 full-time academics, 230 professors and 333 associate professors.The university’s current academic staff includes 6 academicians of the Chinese Academy of Engineering, and 172 supervisors for doctoral candidates.Among all the academic staff, one has received the first “China Young Scientist Award”, one has been nominated the prize of the “China Young Scientist Award”, 2 have won the first “Famous Teacher Award” for universities and colleges nationwide, one has received the “National Model Teacher Award”, 9 have obtained the “China Youth Award for Excellence in Science and Technology”, one has received the title of “National Excellent Worker for Scientific and Technological Advancement”, 10 have possessed state-level titles as the “Outstanding Young and Middle Aged Experts”, 7 have been listed among the first and second level candidates for the “Millions of Talents Projects”, 9 have been listed among the “New Century Outstanding Talent Training Program”, 9 have obtained awards from the China Outstanding Youth Science Fund, 3 have been listed among candidates for the Eighth China Youth

Award for Excellence in Science and Technology.Additionally, 200 academics have received various state or ministerial-level honorary academic titles.CUMT, with a history of nearly 100 years, has always focused on

student-centered education, and the quality of student education has continued to improve.Since its inception, CUMT has produced more than 100,000 graduates, among which 10 are top-level academicians in the Chinese Academy of Sciences and Engineering, and 20 are ministers and provincial governors.Among CUMT’s

graduates are a large number of successful entrepreneurs, technicians and engineers who have excelled in their fields.Since China’s reform and opening up policy was adopted in 1978, CUMT has received 13 state-level awards for excellence in teaching quality, 9 state-level prizes for excellence in textbook publication, 52 ministerial and provincial-level awards for excellence in teaching achievements, 45 ministerial and provincial-level awards for excellence in textbooks or monographs.Three courses have won state-level awards for excellence, and seven have won provincial-level

awards.Seven papers have received prizes in the State Competition of One Hundred Excellent Doctoral Graduation Papers.Two post-doctoral fellows have won the title of “China Ten Excellent Post-doctoral Fellows” in 2000 and 2001 respectively.In the first State Competition of MBA Student Article Solicitation, CUMT students won the exclusive first prize.In university students’ academic and science competitions, CUMT students have won a series of titles, including the grand prize in the “Challenge Cup” University Student Extracurricular Scientific Achievements

Competition, the Zhou Peiyuan First Place Prize for the State Mechanics Competition, and honorable mentions in the First State Computer Science Competition and the State University Student Robot TV Competition.CUMT students have also won first prizes in both Chinese and international mathematical modeling competitions.At present, the total student population on the main campus in Xuzhou exceeds 40,000 people, of which over 25,000 are undergraduate students, 5,000 are candidates for master and doctoral degrees.There are also over 170 international students.Since its inception, CUMT has formed an excellent school spirit summarized in the motto “Diligence, Earnestness, Enterprise and Dedication,” and has also cultivated a glorious tradition emphasizing physical education.CUMT has developed a further “campus spirit” of studiousness, adherence to facts and creativity, hard work and efforts to improve.CUMT has produced numerous nationally competitive athletes.Since 1978, CUMT has broken over 80 records in many of China’s national collegiate games and won the “President Cup” three times, which is the greatest honor in

national collegiate competition.CUMT was also elected as the “Excellent University in Completing University Physical Education Requirements” many times over.CUMT is designated as a “Base of National Collegiate Track and Field Training” by the National Physical Education and Sports Committee, and has won many honorable titles such as “National Advanced Collective in Mass Physical Education”, “Excellent School in the National Physical Education and Sports Appraisal” and “National Advanced School in Extracurricular Training among Higher Learning Institutions”.CUMT has been committed to quality scientific research, and has achieved

abundant of high-level results, among which 31 have received three state-level awards and 431 have won provincial-level awards.The various indexes reflecting the overall academic level of CUMT are among the first rank in the entire country.Since the ninth “Five-Year Plan” period(1996-2000), CUMT has undertaken 7,115 research projects, of which 382 are national projects.In recent years, CUMT has strengthened international exchanges and

cooperation with partners throughout the world.Now it has established academic links with nearly 50 universities and research institutions, such as, the University of Nottingham of UK, the University of Duisburg-Essen of Germany, the Swinburne University of Technology of Australia, the Kentucky University of the United States and the Hanoi University of Mining and Geology of Vietnam, etc.Concurrently, the University has sponsored a number of international symposiums, resulting in vigorous academic exchanges with the outside world.CUMT features good facilities for teaching and research.The main library has holdings of over 1,950,000 volumes.The University has 2 national key laboratories, 1 national engineering research center, 1 state-level university science and technology park, 2 state-level and 9 ministerial-level key laboratories as well as 5

ministerial-level engineering research centers.In addition, it has a testing and analysis center, a rock mechanics and strata control center, a center for coal water mixture manufacturing and a long-wall coal caving center.Furthermore, CUMT has complete facilities for culture, sports and living.CUMT covers an area of 297 hectares with a floor space of 1,130,000 square meters(The Wenchang campus covers an area of 107 hectares with a floor space of 530,000 square meters.The newly-built Nanhu campus covers an area of 190 hectares with a floor space of 600,000 square meters.).Now, a modern university campus has emerged, with characteristics of efficient layout, complete infrastructure, stylish architecture, a state-of-the-art information network, picturesque settings and pleasant environs.For the new century, CUMT has set down an overall development strategy.In the next ten years, the university will give priority to science and engineering, while also endeavoring to ensure harmonious development with other disciplines such as liberal arts, management, law and economics.The university will also emphasize discipline development, student education, scientific research, and social service as well as school management.This will ensure that CUMT takes the lead in these aspects, so that the university will become a world leader in the field of mining engineering, with a clear advantage in and unique focus on energy sciences and technology.The university recognizes the need to make strides in a number of

中国移动英文介绍 篇2

美国《简明不列颠百科全书》、中国博物馆协会、《苏联大百科全书》都明确表示博物馆是通过实物和文字向公众告知某种事物、传播某种文化的场所。宁波帮博物馆汇集并整合了宁波帮的历史人文资源, 是传播中国文化, 尤其是宁波文化的重要媒介。博物馆中陈列着许多富有宁波帮文化特色的展品, 中外参观者可以通过博物馆陈列语言及其英语翻译来理解展品名称、用途及其由来。

我对宁波帮博物馆进行了实地采访, 获取第一手可靠资料, 对其进行研究, 并取得一定的研究成效。本文以宁波帮博物馆实地文字翻译为基本材料, 对博物馆翻译与文化两者之间的关系进行了探索, 并从翻译策略角度———主要是归化和异化翻译策略, 对宁波帮博物馆英语介绍语的翻译进行分析, 比较译者在博物馆翻译中采用的归化与异化翻译策略, 探讨宁波帮博物馆英文介绍语是如何做到既通俗易懂, 又不失文采, 同时还保留其文化内涵的。

2. 博物馆介绍语翻译研究的发展

李莹 (2005) 根据Lawrence Venuti对归化与异化翻译的定义, 对博物馆中文化现象所运用的翻译手段进行分类, 描述性地阐释了在文化背景各异的情况下, 译者由于受到不同意识形态的影响而趋向于选择与占支配地位的意识形态相符合的翻译策略。

丁宁 (2009) 认为在进行异化翻译处理时, 一般以突出异域色彩为出发点, 注重异域风俗文化、价值取向、思维方式和表达习惯等。归化翻译处理则反之。二者的特点决定了译者在博物馆翻译工作中应该灵活掌握, 具体情况具体采用为好。

谭金利 (2006) 认为翻译目的、文本类型、作者意图及读者的接受能力等因素制约着归化和异化策略的应用, 这两种翻译策略之间存在辩证关系, 应该根据具体场景采取适当的策略。

古今中外, 关于博物馆介绍语、博物馆文化及翻译的归化异化策略的研究为数不少, 但是将三者结合为一体, 从归化异化的角度, 研究博物馆介绍语中的文化翻译问题的文章寥寥无几。上述三位学者亦是如此, 有些没有选取特定博物馆进行研究, 其研究过于笼统。有些则没有将其思想与博物馆文化研究相结合。通过调查, 我发现, 专门针对某个博物馆进行的研究几乎为空白。

3. 归化与异化翻译策略

美国翻译理论家Venuti (1995) 在《译者的隐形———翻译史论》一书中提出归化和异化两种翻译策略。归化翻译法是指在翻译中采用透明、流畅的风格, 最大限度地淡化原文的陌生感的翻译策略 (Shuttleworth&Cowie, 1997:43-44) 。它应尽可能地使源语文本所反映的世界接近目的语文化读者的世界, 从而达到源语文化与目的语文化之间的“文化对等”。而异化翻译法是指偏离本土主流价值观, 保留原文的语言和文化差异;或指在一定程度上保留原文的异域性, 故意打破目标语言常规的翻译 (Shuttleworth&Cowie, 1997:59) 。它主张在译文中保留源语文化, 丰富目的语文化和目的语的语言表达方式。

归化翻译使“外国文本的种族中心让位于英美译入语的文化价值观” (Venuti, 1995:20) 。韦努蒂的归化翻译包括目的语文化对文本的选择, 即有意挑选那些能够采用归化翻译方法的外国文本, 以便于将之同化到目的语主流文化当中去 (Venuti, 1997:241) 。

异化翻译是“对译入语文化价值观施加种族离心的压力, 以在翻译作品中体现外国文本语言和文化的差异, 从而把读者送到国外” (Venuti, 1995:20) 。韦努蒂的异化翻译能够抑制翻译中种族中心的暴力, 抑制英语国家“暴力”的归化翻译文化价值观 (Venuti, 1995:20) 。

4. 宁波帮博物馆翻译实例分析

宁波帮博物馆英文介绍语中存在着许多有可分析价值的实例, 篇幅有限, 本文仅选择其中几个具有代表性的实例进行探讨。

4.1“帮”的翻译

“帮”在《现代汉语词典》中的解释是“群;伙;集团 (多指为政治的或经济的目的而结成的) ”。这是一个带有浓重中国文化意味的字。英文中表示“群;伙;集团”意思的词, 如group, 它仅仅只是一小部分人的集合, 他们并不一定具有共同的目的;又如company, 它绝大多数情况下是指两人的友好关系:它们都无法将“帮”传神表达。“宁波帮”一词, 宁波帮博物馆的翻译版本, 直接就是“Ningbo Bang”。“Ningbo Bang”采用异化的翻译策略, 以汉语拼音来诠释“帮”的内涵, 故意打破目标语言常规的翻译, 从而在一定程度上保留原文的异域性。

4.2“宁波人”的翻译

“宁波人”在宁波帮博物馆中的翻译版本是“Ningbonese”, 这个翻译同时采取了归化与异化的翻译策略。“Ningbonese”看似是一个生造的词, 但是由构词学角度, 它可以被看作是“Ningbo”+“nese”。“nese”在英文中是“ (某国的;某地的) 人”的后缀, “Ningbonese”也就可以马上并清楚地被国外友人理解为“宁波人”了。同时, “Ningbonese”一词发音类似于“宁波宁”, 第二个“宁”在宁波方言中有“人”的意思, 因此, 这一个词的翻译完整地保留并传达了汉语的文化意味, 是一个非常精彩的翻译。

4.3 政治专有名词的翻译

在政治专有名词的翻译上, 归化与异化翻译策略的选择则更偏重于国家在外交时对外宣传的统一翻译口径。在宁波帮博物馆中, 有不少政治专有名词。“九一八事件”译作“The Septermber 18th”, “五四新文化带动的白话文运动”译作“May Movement”。针对其中的一些历史时期, 比如“道光年间”, 宁波帮博物馆中的翻译为“The Daoguang Period”, 这确实是对中国历史时期较普遍的翻译, 但是我认为, 参观博物馆的部分中国人还不一定熟悉中国过去的历史时期划分, 更何况是国外友人。因此, 我建议在此类历史时期后注明时间区间。

4.4 历史人物姓名的翻译

在人名的翻译上, 中西方已经基本达成了文化传播的共识, 即中文名一般以拼音形式翻译成英文, 英文名一般以音译形式翻译成中文。并且, 姓名的翻译还必须符合一定的文化及语法习惯, 即中文名姓在前, 名在后, 而英文名则正好相反。在宁波帮博物馆中, “潘天寿”译为Pan Tianshou, “谭盾”译为Tan Dun, “傅其芳”译为Fu Qifang, 这些都是很容易被国外友人理解的。其中也有一些较特别的人名翻译, 比如“董浩云” (Chao Yung Tung/C.Y.Tung) 、“王宽城” (Wang Kwan Cheng/K.C.Wong) 、“包玉刚” (Pao Yue-kong) 、“张敏钰” (Ming Yu Chang) 、“应昌期” (Ing Chang-ki) 等, 他们是宁波帮的代表人物, 迁居中国港澳台, 并且有着西学的背景, 采用的姓名英文翻译已经约定俗成, 同样的还有“孙中山” (Sun Yat-sen) 、“毛泽东” (Mao Tsetong) 、“蒋介石” (Chiang Kai-shek) 等历史人物。

4.5 宁波歌谣的翻译

宁波帮博物馆中有许多带有宁波本土味道的歌谣, 比如只有八字的“大海洋洋, 忘记爹娘”。没有了实体展品帮助理解, 这类翻译更趋近于文学翻译, 即更偏重于采用归化的翻译策略。宁波帮博物馆中的翻译是“Living so far on the other side of the ocean, I can hardly remember the faces of my parents”。以“I (我) ”为叙事主体, 讲述个人离家甚远思念父母的情感。从中, 国外友人能很快地理解简短的八字中文的内容。

4.6 实例分析小结

宁波帮博物馆的翻译, 根据不同翻译对象的类型, 采取不同的翻译策略。馆中英语介绍语部分采用归化翻译策略, 如“大海洋洋, 忘记爹娘”翻译成“Living so far on the other side of the ocean, I can hardly remember the faces of my parents”, 它最大限度地淡化原文的陌生感, 达到“文化对等”, 使英语国家朋友容易接受;部分采用异化翻译策略, 如“宁波帮”翻译成“Ningbo Bang”, 它故意打破目标语言常规的翻译, 保留原文文化差异;部分同时采用归化和异化翻译策略, 如“宁波人”翻译成“Ningbonese”, 它既保留了源语言的文化, 又接近目的语言文化读者的世界。针对宁波帮博物馆馆中的一些特例, 比如政治专有名词和人名的翻译, 归化与异化翻译策略的选择则更偏重于已经约定俗称的翻译标准。

5. 结论

文化是一个区域独有的表现形式, 通过翻译, 其他区域的人们也能够了解它的文化。在翻译策略中, 归化法要求译者向目的语读者靠拢, 采取目的语读者习惯的语言表达方式来传达原文的内容, 而异化法则正好相反, 要求译者向源语言作者靠拢。宁波帮博物馆英语介绍语针对不同对象, 恰当地使用归化和异化的翻译策略, 既清楚明了, 又保留了本土文化。

参考文献

[1]Shuttleworth Mark, Cowie Moira.Dictionary of Translation Studies.St.Jerome Pub. (Manchester, UK) , 1997.

[2]丁宁.浅谈博物馆文字翻译的归化异化.中国科教创新导刊, 2009, (10) :80-82.

[3]姜智慧.异化翻译与文化形象的保存——浙江省博物馆“文化介绍”的翻译研究.新疆财经大学学报, 2010, (1) .

[4]李莹.从文化角度看博物馆文物翻译中的归化异化.广东外语外贸大学, 2005.

[5]刘薇.归化与异化在广告翻译中的运用.US-China Foreign Language (Serial No.63) , 2008.12.

[6]谭金利.从跨文化角度论翻译中的异化和归化.西安电子科技大学, 2006.1.

[7]韦努蒂.译者的隐形:翻译史论.外语教学与研究出版社, 2009.

春节英文小介绍 篇3

Introducing Spring Festival

The Spring Festival is the most important festival for the Chinese people and is when all family members get together, just like Christmas in the West. It originated^[起源] in the Shang Dynasty from the people’s sacrifices^[祭品] to gods and ancestors^[祖先] at the end of an old year and the beginning of a new one.

During the last ten days before Spring Festival, store owners are busy as everybody goes out to purchase^[购买] necessities for the New Year. Materials not only include edible^[食用的] oil, rice, poultry^[家禽], fish and meat, but also fruit, candies and all kinds of nuts. What’s more, various decorations, new clothes and shoes for the children as well as gifts for the elderly, friends and relatives are all on the list of purchasing.

Before the New Year comes, people completely clean the inside and outside of their homes. Then they begin decorating^[装饰] their clean rooms with an atmosphere^[气氛] of joy and festivity^[欢庆]. All the door panels will be pasted with Spring Festival couplets^[对联]. Also, pictures of the gods of doors and wealth will be posted on front doors to ward off^[避开] evil spirits and welcome peace and abundance^[充裕]. Red paper-cuttings can be seen on window glass.

According to custom, each family will stay up to count down for the New Year on the eve of the Spring Festival. Lighting firecrackers^[爆竹] was once the most typical custom during the Spring Festival. People thought the banging and popping could help drive away evil spirits. Children will get money as a New Year’s gift, wrapped^[包裹] up in red packets. A series of activities such as lion dancing, dragon lantern^[灯笼] dancing, lantern festivals and temple fairs will be held for days. The Spring Festival then comes to an end when the Lantern Festival is over.

春节是我国民间最重要的传统节日，就像西方的圣诞节一样，这是一家团聚的时刻。春节起源于殷商时期辞旧迎新之际的祭神祭祖活动。

在春节前最后十天，大小商铺生意兴隆，因为人们都忙于置年货。年货包括油、米、鸡、鸭、鱼、肉，还有糖饵果品及各式各样的果仁。除此之外，人们还要准备各种各样的装饰物，为小孩子添置新衣新鞋，以及准备过年时走亲访友、孝敬长辈的礼品。

春节前，人们会把屋子里里外外都打扫得干干净净。然后，他们会把家装饰得充满节日气氛—门的两侧贴上春联，大门前还要贴上门神和财神的画像以避邪迎福，在窗户玻璃上贴上红色剪纸。

中国移动英文介绍 篇4

1.元宵节： Lantern Festival

2.刺绣：embroidery

3.重阳节：Double-Ninth Festival

4.清明节：Tomb sweeping day

5.剪纸：Paper Cutting

6.书法：Calligraphy

7.对联：(Spring Festival)Couplets

8.象形文字：Pictograms/Pictographic Characters

9.人才流动：Brain Drain/Brain Flow

10.四合院：Siheyuan/Quadrangle

11.战国：Warring States

12.风水：Fengshui/Geomantic Omen

13.铁饭碗：Iron Bowl

14.函授部：The Correspondence Department

15.集体舞：Group Dance

16.黄土高原：Loess Plateau

17.红白喜事：Weddings and Funerals

18.中秋节：Mid-Autumn Day

19.结婚证：Marriage Certificate

20.儒家文化：Confucian Culture

21.附属学校：Affiliated school

22.古装片：Costume Drama

23.武打片：Chinese Swordplay Movie

24.元宵：Tangyuan/Sweet Rice Dumpling(Soup)

25.一国两制：One Country, Two Systems

26.火锅：Hot Pot

27.四人帮：Gang of Four

28.《诗经》：The Book of Songs

29.素质教育：Essential-qualities-oriented Education

30.《史记》：Historical Records/Records of the Grand Historian

31.大跃进：Great Leap Forward(Movement)

32.《西游记》：The Journey to the West

33.除夕：Chinese New Year’s Eve/Eve of the Spring Festival

34.针灸：Acupuncture

35.唐三彩：Tri-color Pottery of the Tang Dynasty/ The Tang Tri-colored pottery

36.中国特色的社会主义：Chinese-charactered Socialist/Socialist with Chinese characteristics

37.偏旁：radical

38.孟子：Mencius

39.亭/阁： Pavilion/ Attic

40.大中型国有企业：Large and Medium-sized State-owned Enterprises 41.火药：gunpowder

42.农历：Lunar Calendar

43.印/玺：Seal/Stamp

44.物质精神文明建设：The Construction of Material Civilization and Spiritual Civilization

45.京剧：Beijing Opera/Peking Opera

46.秦腔：Crying of Qin People/Qin Opera

47.太极拳：Tai Chi

48.独生子女证：The Certificate of One-child

49.天坛：Altar of Heaven in Beijing

50.小吃摊：Snack Bar/Snack Stand

51.红双喜：Double Happiness

52.政治辅导员：Political Counselor/School Counselor

53.春卷：Spring Roll(s)

54.莲藕：Lotus Root

55.追星族：Star Struck

56.故宫博物院：The Palace Museum

57.相声：Cross-talk/Comic Dialogue

58.下岗：Lay off/Laid off

59.北京烤鸭：Beijing Roast Duck

60.高等自学考试：Self-taught Examination of Higher Education

61.烟花爆竹：fireworks and firecracker

62.敦煌莫高窟：Mogao Caves

63.电视小品：TV Sketch/TV Skit

64.香港澳门同胞：Compatriots from Hong Kong and Macao

65.文化大革命：Cultural Revolution

66.长江中下游地区：The Mid-low Reaches of Yangtze River

67.门当户对：Perfect Match/Exact Match

68.《水浒》：Water Margin/Outlaws of the Marsh

69.中外合资企业：Joint Ventures

中国移动英文介绍 篇5

each examiner:

i call/**, come from shandong province.this year is 21 years old, , is a student who will soon graduate.

passes the foundation knowledge that the teachers guidance controled a calculator with personal effort firmly in the school.mainly studied c language at the software aspect. c#. java etc. plait the distance language, the data structure, vf. access etc. database is applied, calculator operate system.studied the dreamweaver web page manufacture and the asp network to weave a distance also.studied the calculator network at the hardware aspect, the calculator construction with maintain.combine many times to attend to pack machine, set the fulfillment of the net operation lesson, make me control the work principle of the calculator and the set of the calculator network net process.

in addition, i attend various activities of the school organization to come to the oneself of 锻炼 actively and do various part-time to increase social experience.the teacher is divided into the group to us in the experiment and practice of the lesson remaining to complete mission, make we the deep comprehension arrive the importance of the team.the and the rise time acquires the school scholarship during the period of school, three staffs.

however necessarily limited at the knowledge that the school learn, therefore i would ready to take advice study in the later work, the backlog working experience, the exaltation work ability.hope your company to give me a displays an own opportunity!

this with the result that

英文介绍信-介绍信 篇6

Dear，i am .i am that a man is brave iscircle graduates.the speciality is measured and maintained，graduate from thecollege of auto industry of .

i study specialized course diligently in the time at school, train ones own self-study ability.have been admitted to the time at school car steeringand shone，repair the card in automobile intermediate.being admitted to the automobile sale and after-sale service speciality of undergraduate course of self-study examination of the university of jilin.to always load in jetta and fields lying fallow in rotation of the treasure of our company one is practised，receive the leaders trust, with the heavy repair shop of the audi now.

today, the automobile is fierce in competition , it is higher and higher to peoples demand.i like the automobile very much, i like the work of the automobile very much too.i can be competent at the company and hand over any post to me.i is it is it hope leader can give me chance to let me make contribution for company to progress to demand actively.let me offer some strength for beautiful tomorrow of the company，express gratitude to the leaders culture.thanks for your attention,thats all.

中国成人对儿童安慰策略(英文) 篇7

Since the concept of speech act was put forward in How to Do Things with Words, it has become the focus of many studies either to contribute to the development of the theory itself (eg.Searle, 1969, 1979) , or to increase the understanding of specific speech acts, such as apology (eg.Wouk, 2006) and promising (eg.Enger, 2006) .However, comforting behavior has not yet received much attention within the framework of the speech act theory.The few studies on comforting mainly including Wen (1999) and Wang and Li (2003) .Wen (1999) only produces a brief system of comforting without data collection and Wang and Li (2003) develops four conversational patterns for comforting based on data collected from literary works.These studies are far from enough for a clear understanding of the speech act of comforting.Moreover, these studies are all about comforting in Chinese performed on adults.No study has been found to focus on adults'use of strategies in comforting children.This study intends to bridge this gap by investigating Chinese adults'strategies for performing the speech act of comforting on pre-school children.

In contrast to the lack of attention on comforting within the framework of speech act theory, it has been a major focus in the communication discipline.However, few studies of strategies of adults for comforting children have been found in this field either.Burleson's study (1994) provides a three-category classification of comforting strategies with three strategies within each category, ordered from less sophisticated to more sophisticated strategies.This classification will be adopted in the present study.

2 Data and Instrumentation

The data were collected from 32 Chinese parents of preschool children through a questionnaire with 10 items of different situations which elicit comforting messages.The respondents include even number of males and females chosen randomly.The data generate altogether 320 responses, which were analyzed according to the comforting strategies used by the respondents based on Burleson's (1994) classification.

3 Findings and Discussions

Data analysis shows that Chinese adults use various strategies in comforting young children at preschool age.The strategies were classified and presented in Table 1 with examples.

The strategies shown in the above table covers all the strategy types in Burleson's (1994) classification except for (5) acknowledges H's feelings without helping.This might be due tothe power relation between adults and small children.Children are supposed to be weak and need help, while adults tend not to leave children helpless.In addition to these strategies, four other strategies also emerge from the data and are presented in Table2as other strategies with examples:

"Formulaic expressions to stop the feeling"are often imperative to directly ask the hearer to stop the emotional distress and usually used collaboratively with other strategies to achieve a better effect."Encouragement"of better performance in the future is also used by some to help the children step out of their distressed feeling."Fairy tale"refers to comforting message that sound nice but can hardly become true.That is, people may choose to give made-up explanations about what happened or provide remedy that can hardly become true when they think it is difficult for the children to understand what happened or to bear the emotional distress that might be caused by what happened.This shows people's effort in protecting children from setbacks or misfortunes."Let others do the comforting or do nothing"are used by some respondents when they do not know what to say to make the child feel better, or in some cases when people believe that children need to learn to face the problem and deal with the stress by themselves.The last two strategies have not been identified in other research.

The number (N) and percentage (P) of each strategy used by male respondents and female respondents respectively and the total number and percentage of each strategy used by both male and female respondents are presented in Table3:

It is obvious from Table3 that the cases of the two most sophisticated strategies, that is the last two in the third category, are very few.This might be attributed to people's awareness of the limited cognitive abilities of the children.People may feel that more direct and simpler comforting strategies might be more effective for children of this age.However, this could also be due to the limitation of the instrument adopted in this study.The respondents might have tried to simplify their answers in the written questionnaire and would possibly use more sophisticated strategies when they comfort kids orally.The table also shows that females tend to use more third-category strategies (14.7%) , that is the more sophisticated strategies, than male respondents (9.5%) .This is in accordance with previous studies which show women are regularly found to exhibit more sophisticated emotional support skills than men (Burleson, 2003) .However, the most complicated strategy used in the data is from a male respondent, who helps the child to gain a perspective on the distress and relate them to the feelings of other with a story.This shows individual differences play an important role in choosing comforting strategies.

4 Conclusion

By investigating Chinese adults'strategies for performing the speech act of comforting on pre-school children with reference to Burleson's classification of comforting strategies, this study develops people's understanding of the speech act of comforting Besides providing support for the finding in previous study (Burleson, 2003) that women tend to exhibit more sophisticated emotional support skills than men, the study demonstrates some unique features of the strategies used by Chinese adults when comforting pre-school children.Though most of the strategies suggested by Burleson are also found in this study, the strategy"acknowledges H's feelings without helping"was not used by the respondents.Chinese adults tend to provide remidy or help when they try to comfort young children.In addition to the strategies suggested by Burleson, four other strategies, namely"formulaic expressions to stop the feeling", "encouragement", "fairy tale"and"let others do the comforting or do nothing", are also identified.The study may also reveal that Chinese adults tend not to use too sophisticated strategies when comforting young children Though this study provides insights into our understanding of the speech act of comforting and adult-child talk, further studies are needed to find out if the findings are influenced by cultural factors.

参考文献

[1]Burleson R B.Emotional support skill[C]//John O, Greene, Brant R Burleson.Handbook of Communication and Social Interaction Skills.New Jersey:Lawrence Erlbaum Associates, Publishers, 2003:551-594.

[2]Searle J R.Expression and Meaning[M].Cambridge:Cambridge University Press, 1979.

[3]Wang Yongna, Li Jun.Comforting conversational pattern and rhetoric strategy[J].Rhetorics Study, 2003 (3) :48-49.

[4]Wen Yunshui.Exploratory study on Comforting expressions[J].Rhetorics Study, 1999 (6) :1-2.

谈中国人名的英文写法 篇8

关键词：中国人 英文名 写法

中图分类号：H159 文献标识码：A 文章编号：1008-925X(2012)O9-0022-01

笔者最近向国内的一家英文刊物投了一篇文章，两次被要求修改英文名字的书写方式。中国人的英文名字到底应该怎么书写。这不仅是笔者感到困惑的问题，也是困惑所有中国人的问题。就此笔者查阅了大量相关资料。总结如下：

一、姓和名的位置

为了尊重英美人的习惯，一般是名在前，姓在后（英语中名为first name、given name或Christian name. 姓为 last name、surname 或family name）。所以，在填写国外的表格时，一定不要按国内的姓在前名在后的习惯而填错了。比如笔者的名字可写为Liang Zhang。 很多国外华侨都采取这种写法。特别是今天很多中国人都给自己起了一个英文名字（Peter, Mary等）大多数人会采取姓在后的方式。但随着民族意识的觉醒，尊重并保留民族习惯已成为时代潮流，很多外国作品在翻译成中文是就变成了尊重中国人习惯的姓在前名在后了。比如《乱世佳人》中两个重要人物郝思嘉和白瑞德在新译本中已被写成郝思嘉·奥哈拉和白瑞德·巴特勒。我国政府在中外文化交流等众多外交场合也有意把中国人名姓在前名在后。西方媒体也认可这种写法。在广播或电视中会经常听到或看到President Hu Jintao, Premier Wen Jabao这样的说法。除了日本之外，亚洲大部分国家是将姓放在前面，名放在后面的。

二、名字的具体写法

1、 分开写

如：Zhang Liang Li Lian Jie 倾向于用这种方法的人认为：a.汉语的一个字就是一个音节，字与字之间是独立的。用首字母简写名子的时候，会把两个字母都简写出来。如：Li Lianjie 写成L . J Li 。这和把John Francis Smith 简写成J. F. Smith是一样的。b. 方便外国人发音、停顿。c. 一些重要的文件，如护照、信用卡多采取分开写的方式。

2、合写

Li Lian Jie 也可以写成Li Lianjie。这样写可以将姓名清楚地分为两部分。这也是现今的标准写法。也便于朋友之间直呼其名。

3、中间加连字符

Li Lianjie 还可以写成Li Lian-jie 这种写法是结合了上述两种写法的优点，但不符合汉语的拼音规范。

三、汉语名译为英文名的书写要求：

1.名字的汉语拼音英译

中国人的姓名译成英语时，用汉语拼音书写，但不加声调。它可以保持汉语的特点，即姓在前，名在后。姓和名必须分开写，并且大写姓和名的第一个字母。如： Lin Tao (林涛), Han Mei (韩梅)。如果名字是两个字组成的，要连在一起拼写，并大写第一个字母。如：Li Xiaowen。又如：Zhang Lihua(张立华)。如果名字部分的第二个字是以元音字母开头的时候，一般要在两个字中间加“’”。如：李丽安写成Li li’an，否则易被读成“李莲”。当姓为复姓时，与名字部分书写规则相同。如：Sima Qian(司马迁)。

2.改用英文名子

中国人到了西方国家，都可能改名，但没有改姓的。这关系到家族荣誉，将来还会关系到遗传基因。因此，无论自己的姓多么难读，都要坚持。常见有人起英文名时连姓也改了，如司徒健Ken Stone，肖 燕Yan Shaw。下列英文姓尚可接受，但也最好不用，如：Young杨，Lee李。

3.英文名与姓谐音

有些人因为姓被人叫得多，便起个与姓谐音的英文名。但这样的英文名单独叫尚可，全称时就不太自然了，如：李连杰 Jet Lee，肖 珊Shawn Xiao，钟 奇Jone Zhong，周 迅Joe Zhou，安 芯Anne An。

总而言之，一个人的名字就是自己的一张无形名片，未见其人，先闻其名。不同的场合，不同的文化背景下，写自己的英文名子就应该考虑不同的因素。贯彻“do as Romans do”（入乡随俗）的原则。

参考文献：

[1]秦秀白.英语简史[M].长沙:湖南教育出版社,1983.