英语口语学习：商务会议外企英文

英语口语学习：商务会议外企英文（精选9篇）

英语口语学习：商务会议外企英文 篇1

Dear Mary,

I am very sor

ry that I was out when you came to see me yesterday afternoon. The fact is that I had an engagement with some friends and, ignorant of your visit, accompanied them to the cinema. Not until nine oclock in the evening did I come back. You must have been disappointed by my absence.

I hope you will not leave the city this week. I will call on you on Friday afternoon at four o??clock. As this is the first time you come to Beijing, I will take you to some places that may interest you. Please wait for me in your hotel at the appointed time.

Yours truly,

Xiao Cheng

不参加会议的道歉信英语

Oct. 31, 2000

Dear Mr. Clark,

I would like to express my apologies for not being able to keep our 9 o??clock appointment. I had a small accident on my way to school. I will come over to your apartment the day after tomorrow ― Monday, November 2, at 9 a.m. if that is convenient for you. I will check my mailbox tomorrow to see if you have left a note for me. Otherwise, I will see you at nine, Monday morning. With many apologies.

英语口语学习：商务会议外企英文 篇2

一、商务英语词汇在学习过程中的主要问题

(一) 对商务英语了解不足, 学习目标不明确

虽说越来越多的高校设立商务英语专业培养需求渐增的商务英语人才, 然而商务英语在发展中暴露出的问题也使得商务英语专业在各个高校发展状况参差不齐, 导致许多本专业学习者在选择这一专业时比较盲目, 没有明确的学习目标。而商务英语因具有较强的专业性, 融入了较多的专业知识, 有限的商务英语知识获取渠道, 使得初学者商务英语知识严重匮乏, 很难理解和掌握商务英语词汇的深层次内涵。

(二) 无法摆脱英语的传统学习方法

这是包括本人在内的多数学习者所面临的一个问题。商务英语, 顾名思义, 是商务知识融入到英语之中而形成的一门新兴的复合型专业, 有人曾用“若即若离”来形容“商务”和“英语“两者间巧妙的关系。然而, 我们总会在学习的过程中无意识地侧重其中一方面而忽视了另一方面。受到长时间传统英语学习方法的影响和束缚, 我们往往忽视掉了商务而只专心于英语。众所周知, 包括词汇在内的英语学习实际上蕴藏着五方面的技能 (听、说、读、写、译) , 这五方面的好坏影响和决定着英语学习的质量。而许多人只是把单纯的看懂作为标准, 将存在问题的传统方法应用在商务英语词汇的学习上, 盲目的积累词汇, 死记硬背, 触犯了商务英语词汇学习的一大忌。殊不知商务英语因涉及对外贸易、国际金融、海外投资等专业知识大大增加了学习难度, 岂是靠单纯的词汇扩充就可以掌握的。

(三) 、缺乏知识的实际运用能力, 无法与实践相结合

商务英语属于应用语言的分支, 是英语在商务场合中的应用, 也可以说是集各种商务活动为一体, 满足商业发展的英文。因而只有将商务英语知识应用到实践活动当中, 方可体现商务英语的作用与意义。商务英语在学习的过程中需要进行大量的模拟教学, 许多人在词汇记忆与学习的时候, 可以灵活使用, 但在实际的训练与交流中却无法将所学轻松运用, 经过分析, 主要是由于学习者缺乏培养实战语境的能力, 不能学以致用, 造成了沟通与交流的障碍。

二、加强对商务英语词汇的认识与了解

从商务英语词汇在学习过程中所表现出的问题我们了解到, 本专业学习者对商务英语词汇缺少足够的认识与了解, 这对商务英语词汇的学习有很大的影响。想要充分认识和理解商务英语词汇, 就要正确认识商务英语词汇的特征及重要性, 增强学习者重视商务词汇的意识。

(一) 、商务英语词汇的特征

1.1书面表达

在涉及到商务知识的信函、合同、谈判资料等中, 很容易注意到会有较多的正式规范且用词准确的词汇, 语言简洁, 书面语多, 给人以简明、直观之感受。如:therefore-so (因此) ;inform-tell (告知) ;dispatch-send (发送) ;in view of-for (鉴于、考虑到) ;as for-about (关于) 在普通英语中, 意思相同的情况下后者会更常用, 因为其更易于接受和理解。而在商务英语中则多使用前者, 因其专业、正式的表达方式更适合商务领域严谨公正的要求, 可以减少因不同文化而产生的摩擦与误解。

1.2词义表现

在词义表现上, 商务英语词汇的特点主要体现为新词汇层出不穷、普通词汇含义多重。这一特点在商务英语中比较普遍, 会随着商务英语的逐渐发展而变得更加明显, 也会给学习过程带来某些瓶颈。许多所熟知的词汇没有了原来的词义, 被赋予的却是截然不同的含义, 如:cover (将某物投保) ;quote (报价) ;document (单证) , 这就是普通词汇在特殊的商务领域里具有的多重全新含义。而唯有掌握一定的专业知识才可以透彻理解这些商务英语词汇的深层次内涵。有些词汇的属性会在商务英语中发生变化, 如finish一词在常见的用法里为动词, 可是在商务英语当中去变为了名词, 意为“最后一道漆”。加之如e-commerce (电子商务) ;online marketing (网上营销) ;cyber-payment (电子支付) 等新词汇的不断衍生和出现, 使得商务英语掌握起来更为复杂。

(二) 、商务英语词汇的重要性

无论是普通英语还是商务英语, 词汇都是学习的基础与关键。在商务英语中, 词汇携带和传递着商务英语的主要信息, 是掌握和理解商务知识的重要前提。透过商务词汇, 我们可以发现商务英语的特点, 掌握商务英语规律, 准确地运用商务英语知识。

三、商务英语词汇学习方法探究

(一) 熟悉商务英语基本知识是基础

如前面所提到的, 许多人因为拘泥于传统方法的学习, 带来的一个问题便是只专注与英语的学习却忽视了商务的存在。因而, 熟知商务英语基本知识是基础, 如了解一些重要的国际贸易组织的主要作用与职能, 而不只是单纯停留在认识与书写的阶段。譬如, 我们都知道WTO (World Trade Organization) 和GATT (General Agreement on Tariffs and Trade) 的意思及全称, 但我们却不了解两者之间的关系。因而积极的拓展商务背景很有必要。同时要实时关注商务领域的发展现状, 创造商务思维。增强对商务英语的敏感度, 扩展商务英语知识获取渠道, 从身边发现并学习商务英语, 培养对商务英语的浓厚兴趣。

(二) 摆脱传统方法的禁锢, 尝试新方法

1. 善于对比总结

虽说商务英语专业性强, 新词汇较多, 但普通词汇仍占主要部分, 只是普通词汇与专业词汇混杂在一起, 使得掌握起来略显困难, 因而要学会尝试新方法加强记忆。针对一词多义, 要结合具体语境选择译文词义。请看下面一段文字:

I got on horseback within ten minutes after I got your letter.When I got to Canterbury, I got a chaise for town, but I got wetthrough, and have got such a cold that I shall not get rid of it in a hurry.I got to the Treasury about noon, but first of all got shaved and dressed.I soon got into the secret of getting a memorial before the Board, but I could not get an answer then;however I got intelligence from a messenger that I should get one next morning.这段文字中一共出现了14个get, 对于这个单词, 人们都很熟悉。可是要想顺利的翻译这段文字, 就必须要结合着具体的语境将同一词汇的不同含义表现出来, 切不可按照自己掌握的词义胡乱翻译。

2. 注意文化差异

还有一些词汇是单靠字典无法查到的, 如某些品牌的名称, 当翻译某些外国品牌时, 就需要注意文化之间的差异了。例如:Olay-玉兰油、Head&Shoulder-海飞丝、LEVIS-里维斯等, 需要在日常的学习中注意积累。如:金鸡牌闹钟-Golden Cock Alarm Clock和白象牌电池-White Elephant Battery, 从中可以清楚的发现由于文化差异和不同导致的问题。“cock”在英语当中含粗俗、下流之意, 而“white elephant”则有大而无用的含义。因而一定不能忽视文化因素对商务英语词汇的翻译与学习。

(三) 学会在具体的商务场景中体会与理解词汇的用法与含义。

培养商务英语复合型人才必须将英语语言教学和商务教学相结合, 而商务教学当中很重要的就是创造真实的商务场景, 让学习者在商务场景中体会与理解词汇的用法与含义。教师要提高素质, 积极引导学生多参加与商务活动有关的社会实践当中去, 完善商务模拟教学, 让学习者可以独立创造学习语境, 结合语境理解词汇。同时学习者要充利用商务领域真实的案例学习, 让自己进入到实战状态, 体会真实的商务情景, 把自己当做其中的主角。例如在学习FOB (Free On Board) 这一术语时, 就要想象自己是作为卖方负责人正在码头进行交货, 哪一部分责任具体由谁负责则可由图示等方法表示。可以说, 经过这样的尝试, 方可增强学习者的兴趣, 从而达到事半功倍的效果。

四、结语

如今商务英语的蓬勃发展已成为一种趋势, 也越来越多的受到了社会的重视和青睐。作为商务英语当中最基础也最容易被忽略的词汇, 掌握好坏都对商务英语各个方面的学习产生巨大的影响。所以要特别注意词汇的学习方法, 在不断的实践锻炼中提高商务英语的水平。

摘要：伴随着经济全球化进程的不断加快及中国市场经济的快速发展, 中国更加深入地融入到了国际经济社会当中。日趋频繁的跨文化交流及“复合型英语人才”目标的提出, 促进了商务英语专业的发展, 得到了学习者的普遍关注与重视。本文试以商务英语词汇学习过程当中存在的诸多问题为切入点, 浅谈商务英语词汇的学习方法, 努力在学习过程中解决问题, 提高商务语言的实际运用能力。

关键词：商务英语词汇,问题,学习方法

参考文献

[1]商务英语水平较差中国的全球竞争力削弱[EB/OL], http://learn-ing.sohu.com/20120828/n351733304.shtml

[2]徐霞, 商务英语词汇特点及汉译技巧[J], 商场现代化, 2011, 12

[3]张新红, 商务英语翻译 (英译汉) [M], 北京:高等教育出版社, (2003) :118-119

[4]王小强, 浅谈文化差异对商务英语翻译的影响[J], 科技信息, 2012, (13)

外企英语学习口语的经验技巧 篇3

外企英语学习口语的经验技巧

导学：能够进入外企工作是很多人梦寐以求的一件事情，而想进外企，首先要过的一个关口就是英语，这其中以英语口语最为重要，下面，专家来介绍下外企英语学习口语的经验技巧。StartStop

其实，无论是学习哪一门语言，都是有一些经验可供参考的，也有一定的技巧，如果能够把它们掌握好了，那对于学习是有很大的帮助的，英语学习当然也是这个道理，许多想进外企工作的朋友都想了解一下外企英语学习经验技巧，下面专家来介绍下。

第一．最主要一点是敢于开口说英语，不要怕犯错误，这是外企英语学习的关键，人人都会犯错，这是在所难免的，只要敢说，就一定能学好。

第二．熟记常用语，确保准确无误。把常用的交际用语背熟，俗能生巧。

第三．要有灵活多样学习方法。一种方式学厌了，可以变换其他的方式，以便学而不厌。

第四．外企英语学习应做到坚持不懈。每天至少看 10-15 分钟的英语，要抓住早晨和晚上的英语学习时间

第五．要加强交际训练。语言的运用离不开频繁强化训练，只有交际，才能学好。

第六．尽量用第一人称来记习惯用语和句型，以便记忆牢固。

第七．现在网上不是有很多免费口语交流网站，与老外真实性的交流学习，实战中提高口语能力！

外企英文辞职报告 篇4

Dear

Effective October 1, I will assume the position of director of human resources for XXX, Inc., in Baton Rouge.Therefore, please accept my resignation as benefits and compensation coordinator of the Human Resources Department within AAA Associates, effective September 30.The decision was a difficult one for me BECause I have so enjoyed my working relationships here.The job description has given me GRE at latitude in assisting other coordinators within the human resource area, and as a result, I’ve gained skills in several related fields.These cross-training opportunities have been invaluable, and in a much more formal, classroom setting, I’ve been able to take advantage of classes in management, interpersonal skills, writing, and oral presentations.All of this training has been a worthwhile effort for both AAA(company)and me.As I go to the new position, I’ll do so with the utmost respect for the management examples and philosophies learned here and with gratitude for the personal attention to my career growth.Thank you for the rewarding experience I’ve enjoyed during my seven-year association with the organization.Sincerely,

外企英文辞职报告 篇5

Dear

Effective October 1, I will assume the position of director of human resources for XXX, Inc., in Baton Rouge. Therefore, please accept my resignation as benefits and compensation coordinator of the Human Resources Department within AAA Associates, effective September 30.

The decision was a difficult one for me BECause I have so enjoyed my working relationships here. The job description has given me GRE at latitude in assisting other coordinators within the human resource area, and as a result, I’ve gained skills in several related fields. These cross-training opportunities have been invaluable, and in a much more formal, classroom setting, I’ve been able to take advantage of classes in management, interpersonal skills, writing, and oral presentations. All of this training has been a worthwhile effort for both AAA (company) and me.

As I go to the new position, I’ll do so with the utmost respect for the management examples and philosophies learned here and with gratitude for the personal attention to my career growth.

Thank you for the rewarding experience I’ve enjoyed during my seven-year association with the organization.

Sincerely,

更多相关文章请欣赏应届毕业生辞职报告推荐

英语口语学习：商务会议外企英文 篇6

关键词：英文影像资料,高职,商务英语教学

一、引言

随着科学技术的不断发展,通讯越来越发达,英美影像资料也大量传人我国,人们越来越轻松的就能在电视、网络上看到英美影视剧,还有纪录片、新闻、英美大学公开课等英文原版影像资料。而高职英语教学中也越来越重视英文原版影像资料的运用。商务英语本身作为专门用途英语(ESP)的一部分,能为高职院校培养更多复合型人才,因而,商务英语课也受到高职院校的极大重视。利用好英文原版影响资料便能极大的促进商务英语教学。接下来,本文将通过对理论的综述,探究英文原版影像资料能提高商务英语教学的原因。

二、英文原版影像资料对语言教学的作用

1.影像资料的真实性促进语言教学。二十世纪八十年代,交际教学论被引入到我国英语课堂,而它特别强调语言教学的真实性原则,即在真实的语言情景下,为了真实的目的而使用语言,这强调了在真实语言环境下的语言操练的重要性。Baddock.B指出影视作品在一定程度上反映了外国的真实的生活、语言、人际关系还有交际环境。Sherman.J则认为影像资料能提供给我们广泛的最时新的语言资料,能促进学生语音、词汇、语言还有句法的提高,并且,它带给我们特定语境下的英语母语人士所讲的语言,学生能通过听声音和看画面,利用听觉和视觉结合,更好的理解对话,以便提高英语口语。

2.影像资料的刺激和输入促进语言教学。认知学习理论显示作为信息处理主体的人尤其是学习者,在特定语言情境下,通过一定量语言信息的刺激,做出主动的、有选择的信息加工以达到学习的目标。该理论强调大量的较强的感觉刺激能在学习者的大脑中留下记忆。另外,Sherman.J认为影像资料具有刺激和输入作用,有利于英语写作的训练,并且,以工作为基础的短片和培训的影视资料对于专门用途语言教学非常有用。

3.影像资料的文化要素促进语言教学。学语言就需要学文化。交际教学论指出交际能力是能够洞察国外的行为习惯和思想。影像资料具有文化的要素,能帮助学习者能洞察生活在异国文化下的人们的行为,如打算、做事的动机、愿望和兴趣等。而通过影像资料,学习者能更容易了解到目标语言国的文化,这有利于目标语的学习提高。

三、商务英语教学原则

ESP是指专门用途英语,是一门新兴学科。Hutchinson&Waters提出ESP是一种语言教学方式,是根据学习者特定的目的和需求开设的英语课。如与某特定学科和专业相关的英语,如医学英语、汽车英语还有商务英语等。由以上定义得知,商务英语是属于专门用途英语的分支。而ESP的教学原则是真实性原则、需要分析原则和以学生为中心的原则。

而商务英语教学也是ESP的分支,也应遵循此原则。一方面,真实性原则反映出真实的语篇和真实的学习任务是商务英语教学的重要特色,从前面理论得知影像资料具有真实性,不仅促进语言教学,更能提高商务英语教学。另一方面,根据需要分析原则,学生需要学习在未来将会遇到的具体国际商务交际情景下的语言使用,影像资料具有真实性和文化要素,能满足学生学习需求。另外,影像资料的刺激和输入,尤其是商务方面影像资料的刺激和输入,有助于学生对英语语言的吸收、内化,这有利于语言的输出,如有足够理解性输入,学生更能自信参加商务英语口语等各种课堂活动,这符合商务英语教学以学生为中心的原则。

四、商务英语教学案例分析

接下来,笔者将展示自己在商务英语教学中的实例,分析为什么英文原版影像资料的合理利用,能有效的促进商务英语教学的提高。

1.商务英语教学案例。案例一是本人所上的剑桥商务英语课程,对象是高职院校大二的学生,专业是国际商务和商务英语,学生特点是有一定英语语言基础,但基础仍然较弱,表现为语音不够标准,词汇量有限,还有对复杂句型不熟悉,也不会运用。而此次课程的主题是接待客户(Entertaining),本人决定用看电影的方式引入然后让同学学习相关背景知识。作为专业核心课,本人上课时也邀请了本系英语教授及老师来观察本人的课。

课程首先,教师在影片播放之前,提出问题:What can you learn from thefilm?让同学看了后回答。

其次是播放《欲望都市2》电影的片段,这是经过剪辑的电影片段,格式是mp4的,字幕是中英双语的。这段讲的是萨曼达(Samantha)参加红地毯仪式以及仪式后去俱乐部与中东商务面谈,中东商人看好萨曼达邀请她为其宣传酒店的相关视频,时间不超过十分钟。视频播放时,最开始的萨曼达(Samantha)走红地毯撞衫的情景吸引了同学们,班上同学看到这段几乎没有低头玩手机的现象。后来与中东商人的会谈,则把话题引入到了商务方面。

然后,影片播放结束后,本人开始与同学交谈,以下是本人与一位同学的谈话内容:

Teacher:What can you learn from thefilm?

Student:Persons are walking on the red carpet.

Teacher:Oh,great,anything else you can tell me?

Student:Er...After that,that woman...er...social...er

Teacher:You means she go socialize with friends.

Student:Yes,socialize with friends.

接下来,教师接着用中英双语总结了些电影中同学们可以学到的语言点,包括词汇及句型。然后,分析了电影,并创设情境,引入讨论话题。教师让同学们根据电影情节设想自己是中东客商,想邀请萨曼达(Samantha)去阿联酋为其宣传酒店,那作为中东商人选择哪些活动接待萨曼达(Samantha),为什么。提出问题后教师与学生试图用英语进行探讨,几位学生说了自己的看法,教师进行了总结,用英语分析了各种不同接待活动的利弊,让学生务必记下这些英语语言,学会分析。通过教师的分析,同学不仅了解了接待客户方面的背景知识以及如何用英语表达这些知识,还更重视商务活动中提高社交英语语言能力。

课后,本人与听课的教授及老师进行了探讨,教授及老师们肯定了本人对课程的设计及合理利用电影与学生交际,让学生提高英语语言。他们提出,英语电影的字幕最好是只有英文的为最佳。

案例二仍然是本人所教的剑桥商务英语课程。此次课的主题是管理(Managing people)。上课的学生仍然是高职院校大二的同学,专业是国际商务及商务英语。本人此次课想用美国综艺节目《学徒》,又名《飞黄腾达》作为材料,让同学们学习有关管理方面的商务知识,以及提高商务英语口语表达能力。另外,也有一位英语教授来听本人的课,并与本人交流。

课前,本人让学生收集资料,一方面是唐纳德•特朗普(Donald Trump)的个人及家庭背景,另一方面是成为一个好领导需要具备什么素质。

上课时,先是播放《飞黄腾达》第十季第四集的视频片断,主要内容是为美国印第安纳州的爆米花公司拍宣传视频,用游戏营销的方式宣传品牌。本次播放的视频剪辑的是那女两队分别已经拍完视频后,进入办公室面对唐纳德•特朗普(Donald Trump)的这一部分,在这部分会有唐纳德•特朗普(Donald Trump)与选手们的谈话,并且,也有对两队拍的视频的评价,最后唐纳德•特朗普(Donald Trump)从管理的角度决定要裁掉一位选手。视频经过些处理遮掉了中文部分字幕。

看视频时,作为教师,本人会找机会走下去,观察同学们的行为,当同学们看到对两队所拍视频的评价以及唐纳德•特朗普(Donald Trump)裁掉选手的时候,非常认真,视频快结束时,当看到一位选手被裁时,一些同学会小声的议论,说出自己的观点。

视频播放结束后,本人会认真用中英双语分析学生要学习的商务英语词汇、短语和地道的口语句子,还有也会指出同学们应该注意学习的视频中有的商务管理方面的知识。

接着,同学们根据老师所提示的词汇和短语,再结合自己课前找到的资料,用英语探讨做一个好的领导应该具备哪些素质。

课后,本人与听课的英语教授进行了探讨,她充分肯定了影像资料的利用对课堂的促进作用,并给了些建议,如可以准备详细的《飞黄腾达》的台词,与学生分享,让学生分组进行角色扮演并熟悉这个节目里的语言,也可学到知识,并让学生更重视影像资料。并且,她还建议可以多找些新闻节目视频如《六十分钟时事杂志》,又或者是英美大学公开课如美国州立大学的市场营销公开课等,这些视频里商务知识更为丰富,也更具真实性,有利商务英语学习。

2.讨论。接下来,本人就以上两个案例,探讨有效利用好英文原版影像资料为什么能提升高职商务英语的教学。

首先,教师合理选择与商务英语课程主题相关的影像资料,能有效提高商务英语教学。另外从案例二的教授的建议中可以看出,可以根据影像资料,设计些别开生面的模仿活动,如配音、角色扮演等,能使学生加深对语言的学习,并重视英文影像资料的重要性,加以认真对待。其次,英文影像资料对学生的刺激和输入,推动学生更多参与商务英语口语活动,有利于在用中学,学中用。并且,学生在使用语言中学到新语言,不仅记得牢,而且会自如运用,从这也能充分体现语言教学效果的提升。

再次,教师对英文影像资料的把控,尤其是对字幕的把控,能有效提升商务英语教学。

从上面的第一个案例来看,教师对英文影像资料做了剪辑,这点也得到了听课老师及教授的认可,这个就是教师对英文影像的把控手段之一。

另外,第一个案例中,受邀听课的教师和教授们提出应多使用具有英文字幕的影像资料,这是教师对视频的选择和把控,教师还可课前对字幕进行处理。研究表明有字幕的影像资料有许多好处,尤其是英文字幕影像资料,使学生看视频时,通过注意英文字幕提升阅读速度,减小阅读与听力的差距等。例如,上面第二个案例中,播放英文字幕的影片同学们也能取得较好的教学效果。

当然,无字幕的影片也有很大的好处就是使学生减小对字幕的依赖。以上两个教学案例所放的视频都是有字幕的,不过第二个案例相对于第一个案例,字幕是英文的,教师可以多去研究,根据自己的专业知识水平,对影像资料进行分类分级,把影像资料分为不同初、中、高不同级别,初级或特别难理解的可配中英双语字幕(如《老友记》,《丑女贝蒂》等美剧)把片中如求职、办公室工作等与商务相关情景挑出来,学生通过重复的听、记和背,使商务英语听说得以推进。当学生英语有所提高时,教师应引导学生逐步减少对字幕的依赖。

五、结语

综上所述,教师通过对英文影像资料的有效的筛选,剪辑,并对视频的字幕进行处理,并合理利用视频的刺激及输入,为学生创设模拟的各种真实商务英语环境,使学生在体验中熟悉商务环境,学习地道的商务英语。当然,教师要利用好英文影像资料,提升商务英语教学,不仅需要提升自身英语专业技能以及学习更多商务知识,还应对网络技术、数字技术、多谋体技术等高新科技有更多了解,只有这样才能适应各种教学突发状况,使商务英语教学变得更具活力,为培养复合型的应用人才做贡献。

参考文献

[1]Baddock.B.冉毅波译.电影、真实性与语言教学[J].国外外语教学.1992(2):5-8.

[2]吕丽珊.认知学习理论与影视英语赏析[J].考试周刊.2008(28):49-50.

[3]Sherman.J.Using Authentic Video in the Language Classroom.[M].Cambridge:Cambridge University Press.2009.

外企英文求职信 篇7

Respect leadership:

First please allow me to extend the sincere regards and the good wish to you!In spite of being very busy heartfelt thanks you in to glance through my this material, and wishes the expensive unit enterprise to be prosperous, progresses day by day!

外企应届生英文简历 篇8

name： steve lee

gender： male

data of birth： june 11， 1980

marriage status： single

major： business administration

graduate school： beijing university

degree： bachelor degree

email：

phone： (010) xxxx―xxxx

fax： (010) xxxx―xxxx

address： no。29 beisanhuan road， xicheng district， beijing

objective：

to obtain a challenging position as a managerial assistant， especially in human resource management

education：

。9 ― XX。9 dept of business administration， undergraduate school of beijing university bachelor degree

XX。9 ―now， dept of law， graduate school of south china normal university

academic main courses：

management of human resources

production and operation management

strategic management

quality management

marketing / international trade

principles of management

groundwork of accounting

economic law

english skills：

have a good command of both spoken and written english。

1.外企职员英文简历模板

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3.外企求职英文简历模板

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英语口语学习：商务会议外企英文 篇9

English learning is a complex process which is relevant to many factors such as linguistics, psychology, sociology etc.There are many factors that will affect the process of Second Language Acquisition. As a teacher, I know the benefits of being able to read well, to write clearly, to solve problems properly and to communicate effectively in English. Recently, following the development of psychological linguistics, the form of English teaching has changed from “teacher-centered” to “studentcentered”. How to facilitate the motivation of students to learn has become more and more important. There is no doubt that motivation is one of the most important factors in the field of Second Language Acquisition as well as in our lives. Generally speaking, a learner who has a proper motivation may be called a willing learner. A willing learner is self-motivated; thrive on challenge and change, and take responsibility for his learning and development. The more he wants to learn, the easier and more sustainable it learning becomes and the greater his contribution now and in the future. Motivation, as one of the important learning factors, has gained researchers’ attention. Studies indicate that motivation has a positive effect on learning English.So, what is the definition of motivation? How many types of motivation are there? Which type of motivation plays a more important role in learning English? What are the factors that affect motivation?

2. Literature Review

2.1 Defi nition of motivation

Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity. All motivation theories in the past have been formed to answer these questions but, quite frankly, none of them have succeeded fully. Indeed, different scholars of psychology offer different explanations of motivation. In the first half of the twentieth century, the dominant views considered motivation as being determined by basic human instincts and drives. The middle of the twentieth century was dominated by conditioning theories related to behaviorists’ psychology, with a great deal of research focusing on how stimuli and responses interplay in forming habits. The current spirit in motivational psychology is characterized by another theoretical orientation, the cognitive approach, which focused on how the individual’s conscious attitudes, thoughts, beliefs and interpretation of events influence their behaviors, that is, how mental processes are transformed into action. In western countries, some linguists defi ne motivation quite complete. Motivation is an internal state or condition(sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction. (Keinginna and Kleinginna, 1981) Gardner (a famous social psychologist comes from Canada) defined motivation in his social-psychological model as the combination of effort plus desire to achieve the goal of learning the language plus favorable attitude toward learning the language.

There are some definitions of motivation below which were gleaned from a variety of psychology textbooks.

·Internal state or condition that activates behavior and gives it direction;

·Desire or want that energizes and directs goal-oriented behavior;

·Infl uence of needs and desires on the intensity and direction of behavior;

·The arousal, direction, and persistence of behavior.(Franken 1994)

Joe Kelly presents a simple model that illustrates the process of motivation:

Needs — drives—behavior—goals—reduction or release of tension

Kelly’s model of motivation presents a sort of chickenegg dilemma. Which comes first, the goal or the need? When we talk about behavior being goal-oriented, we mean that individuals feel a need, want, desire or drive to do something that leads to the achievement of a goal. Some experts defi ne a goal as that outcome which someone strives to attain in order to satisfy certain needs.The goal is the end result, the need the driving force that spurs us towards that result. A student might have a goal to get 100 in a course, but this goal may reflect a number of different needs.He or she may feel a need to confirm his or her competence; his/ her friends may all be getting 100 or him/her want to keep a scholarship. As Abraham Maslow says, “If we are interested in what actually motivates us and not what has or will, or might motivate us, then a satisfied need is not a motivator.” The word unsatisfied is most important. Just like the student who wants to get 100. Because he/she is not satisfied his/her present score, he/ she wants to get a higher score. That is his/her motivation.

Every individual has a number of needs which vie for satisfaction. How do we choose between these competing forces? Do we try to satisfy them all/ much like a small child in a candy store, faced with the dilemma of which to eat, we are forced to decide what we want the most; that is; we satisfy the strongest need first. Although there is general agreement among psychologist that man experiences a variety of needs, there is considerable disagreement that which is more important. There have been a number of attempts to present models of motivation which list a specific number of motivating needs, with the implication that these lists are all inclusive and represent the total picture of needs. Unfortunately, each of these models has weaknesses and gaps.

As Robert J.Mckain says, “There is no achievement without goals.” We may say “There is no achievement without motivation.” Motivation is quite important. Most motivation theorists assume that motivation is involved in the performance of all learned responses; that is, a learned behavior will not occur unless it is energized. The major question among psychologist, in general, is whether motivation is a primary or secondary infl uence on behavior. That still need psychologist to make a further research.

2.2 Types of motivation

In general, motivation can be considered as either intrinsic(behavioral, needs) or extrinsic (cognitive and humanistic,reinforcement). Intrinsic motivation is the most fundamental motivation. Intrinsic motivation is generally possessed by people having personal interest(s) in doing something and helping to set their goals. People are intrinsically motivated not because accomplishing the activity they do brings a reward, but because doing the activity itself is a reward. Mark Lepper notes that a student with intrinsic motivation participates in his/her learning for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes. Extrinsic motivation, on the other hand, derives from an anticipation of rewards such as praise, awards, prizes, and evaluation, and fear for punishment. An extrinsically motivated student do the activity in order to obtain some reward or avoid some punishment external to the activity itself, and this kind of motivation refers to learning situations where the reason for doing a task is something other than an interest in the task itself. Comparing these two types of motivation in a classroom, it becomes clear that intrinsic motivation produces more potential benefits than does the extrinsic. Intrinsically motivated students tend to try harder and think more deeply. It is also found by researchers that they tend to prefer more diffi cult tasks when others tend to choose easier tasks.

On the other hand, motivation also can be considered as either integrative motivation or instrumental motivation.Integrative motivation is basically a motivation to be a member of a target society in a foreign country but it also includes a motivation coming from just an interest or a favorable feeling to a target culture or people. Mc Donough noted that there are two types of integrative motivation; assimilative motivation, strong motivation to belong to the target group, and affiliate motivation,weak motivation and a desire for wider social contact with target language speakers. Learners who are integrative motivated seems to have a strong intrinsic motivation to learn a language. Famous research carried out in the second half of the twentieth century by Gardner and Lambert who described instrumental motivation as a motivation to acquire some advantages by learning a second language suggested that who felt most warmly about a language and who wanted to integrate into the culture of its speakers were more highly motivated and learnt more successfully than those who were only learning language as a means to get a better job.In other words, integrative motivation was more powerful than instrumental motivation. A learner with instrumental motivation regards language as an instrument to get a reward. But whatever kind of motivation students have, it is clear that highly motivated students do better than ones without motivation at all.

2.3 The relationship between motivation and learning English

Someone says, motivation is the concept that a student is able to keep interested in, and continue to learn more about, a learn object of goal. Saying in other way, motivation is a tool to achieve a goal. Motivation to learn English is infl uenced by group related and context related attitudes. If someone want to learn English well, he has to change his life a little, such as: do crazy things like talking to yourself in English or spending your evening reading a dictionary. In order to do these things regularly, he has to enjoy doing them. If he is like most learners and doesn’t feel like doing these things, he will have to work on his motivation,and improve his motivation for learning English. Students are most concerned with motivation for learning. In one of the earliest studies of why well motivated students want to learn English,most said they do so to acquire the necessary knowledge and skill for communicating with target group. While today, another common reason may be to get a high payment job in a foreign company. Wanting to succeed in career motivates them to learn.No matter the motivator, if students can learn more of what they want and less of what they don’t, learning English becomes more appealing. So, students, if you want to learn English well,a clear motivation is quite necessary. However, teachers are not ultimately responsible for their students’ motivation. They can only encourage by word and deed. Real motivation comes from each individual.

3. Discussion

3.1 Social contexts

As we all know that teenagers are easily affected by others.For example, if the peers of a student have a negative attitude towards learning, a student may not be highly motivated. But if the student is in a school situation where his/her peers having a positive attitude to learning activities, the student will be more highly motivated. If the student is in a household where family members have a positive attitude to school learning activities,such as homework, the student will be motivated to do their homework. If a student is in a family situation in which good grades are not praised and rewarded, a student will probably be less motivated than a student in a family where good grades are praised and rewarded. From the example, we can see that motivation is easily affected by social context. So, it’s important to cultivate an encouraging condition for students to learn English.

3.2 Relationships between the teacher and the students

Besides social context, there is still some factors affected students’ learning motivation. I still remember when I was a junior student, my learning motivation usually influenced by the relationship of the teachers. I liked the subject because I liked the teacher. Now, I wonder, at present, do the students still have such trend? A good relationship may help students to accept the teacher. But in reality, some students’ relationship of teachers is not so good. Some researches indicated: some students do not trust their teacher. “Building trust in a classroom is a slow process and results from many small incidents in which the teacher has responded honestly and dependably.” (James Raffini.1993). Developing a personal relationship with the students and achieving their respect is easier said than done. It is a gradual process built on a foundation whose components include the teacher’s acceptance of the students and ability to listen and pay attention to them. Broadly speaking, if you show commitment towards the students learning progress, there is a very good chance that they will do the same thing. It is important that everybody in the classroom should be aware that you care; that you are not there just for the salary; that it is important for you that your students succeed; that you are ready to work just as hard as the students towards this success. A good relationship between teacher and students needs efforts from both parts. I believe a good relationship would benefi t teachers and students.

3.3 Some advice of stimulating and maintain students’learning motivation

Motivation is rather important for learning English. Some researchers have found that students learn best when motivated.Well motivated students approach learning tasks with confi dence,knowing that they have the necessary knowledge and skill to complete them or can adopt a positive approach to ask for help or guidance. Often students are motivated for a variety of reasons,but in every case the motivation leads to learning. Then how to stimulate, arouse and maintain students’ motivation?

1) There are some advices below for the teachers.

a) Suggest students to set class goals which accepted by the whole class.

The teacher may advise the students to negotiate their individual goals and outline a common purpose, and display the fi nal outcome in public, and then help students to make particular activities to attain them.

b) Make the teaching materials relevant for the students.

As a teacher, fi nd out what your students’ goal are and what topics they want to learn about, and then build these into your curriculum as much as possible. I think, your teaching would be successful. In my opinion, if the subjects are relevant to the everyday experiences and backgrounds of the students, they would more easily accept them.

c) Promote cooperation among the students.

Encourage cooperation between students has already been mentioned by many researchers. If students are allowed to cooperate with each other towards a certain goal, their expectancy o f s u c c e s s i s l i k e l y t o b e h i g h e r t h a n i f t h e y a r e t o w o r k individually. Because they know that they can also count on their peers. They can help each other to succeed.

2) Besides some advice for teacher, there is also some advice for the students.

a) Imaging your can talk to native speakers just like you talk in your fi rst language.

Imagining the possibility of writing e-mail to people from all over the world, I think, you may want to learn English well.If your English is good enough, you can understand Englishlanguage TV, talk to native speakers easily, read books in English,write English letters without mistake, etc.

b) Try to use English whenever you can.

This is very important. Because English is so popular, you can use it everywhere. You can use Goggle to find Englishlanguage websites with interesting information, you can watch American cartons, you can play adventure games on your computer, etc. The more you use English, the more you will want to learn it.

c) Remember that learning English requires Practice.

One small action is more powerful than reading hundreds of articles. It’s very hard to do things, even if they are good for us.That is why not many people speak English well. But if you want to succeed, you have to change something about your life. That means if you want to learn English well, don’t put it off. Begin now.

4.Conclusion