对外交流英文发言稿

对外交流英文发言稿（通用8篇）

对外交流英文发言稿 篇1

We are delighted to invite you to attend “2012 International conference of Analysis of unintended events in hospitals”, December 10, 2012 in Shihezi University, Xinjiang, China.Since the early nineties, many studies have been performed to examine the incidence of adverse events, with reported incidence rates ranging from 3 to 17% of all hospital admissions.A quarter to half of the adverse events was considered preventable.These studies have increased the sense of urgency to take effective countermeasures in order to improve patient safety in hospitals.Improvements can only be achieved if the interventions tackle the dominant under lying causes.When examining causal factors, not only adverse events but also other unintended events are informative.The theme of the meeting is “Analysis of

unintended events in hospitals”.In order to identify the causes of unintended events, there are a number of analysis tools, brought together under the umbrella term Root Cause Analysis.One common tool is causal tree analysis.Causal trees are the basis for the PRISMA

(Prevention and Recovery Information System for

对外交流英文发言稿 篇2

学术英语是高校大学英语教学的主要内容, 是一种在高校层面上为大学生用英语进行专业学习提供语言支撑的英语教学。它具有帮助大学生从高中通用英语过渡到大学用英语进行专业学习的不可或缺的桥梁作用。通用学术英语课程主要培养跨学科的学术英语能力, 课程包括学术听说、学术阅读、学术报告展示和学术写作等。这些学术英语技能是每个大学生必须掌握的, 同时又能巩固和直接提高他们的通用英语能力。

对照高教局发布的大学英语改革要求和具体实施细则, 我们不难看出, 通用英语学习只是一种除了语言基础外并无特殊目的的语言教学。专门用途英语才是为学生专业学习需求或为未来工作需求服务的语言教学。而英文摘要阅读能力的培养, 可能就是通用学术英语将来发展的一个学生需要必备的学习能力之一。

随着国际间学术交流的发展, 我国的学术期刊大多在正文之前设置了英文摘要。摘要又称概要、内容提要, 摘要是以提供文献内容梗概为目的, 不加评论和补充解释, 简明、确切地记述文献重要内容的短文。其基本要素包括研究目的、方法、结果和结论。具体地讲就是研究工作的主要对象和范围、采用的手段和方法、得出的结果和重要的结论, 有时也包括具有情报价值的其他重要的信息。英文摘要拥有与文献同等量的主要信息, 即不阅读全文就能获得必要的信息。这样不但能使读者节约时间, 不阅读全文就能基本了解论文的内容, 获得足够的信息, 它也为二次文献的检索提供了方便。

由于大多数检索系统只收录论文的摘要部分, 或其数据库中只有摘要部分免费提供, 并且有些读者只阅读摘要而不读全文或常根据摘要来判断是否需要阅读全文, 因此英文摘要的阅读就尤为重要。非英语专业学生正确理解英文摘要对于提高学生学术论文阅读能力、培养学术交流能力起着不可忽视的作用。

摘要本质上是一篇高度浓缩的论文, 所以其构成与论文主体结构是对应的。摘要所包括内容与传统文章有所区别, 其分项具体, 可使读者更方便、快速地了解论文的各项内容。

阅读英文摘要目的如下:

1.让读者尽快了解论文的主要内容, 以补充题名的不足。现代科技文献信息浩如烟海, 读者检索到论文题名后是否会阅读全文, 主要就是通过阅读摘要来判断。所以, 摘要担负着吸引读者和将文章的主要内容介绍给读者的任务。

2.为科技情报文献检索数据库的建设和维护提供方便。论文发表后, 文摘杂志或各种数据库对摘要可以不作修改或稍作修改而直接利用, 从而避免他人编写摘要可能产生的误解、欠缺甚至错误。

Bensoussan (1990) 提出, 英语摘要阅读可以帮助学生熟悉学术论文基本结构, 提供学生比教科书的文选还要更详细的阐述。换句话说, 阅读英文摘要, 可以帮助他们降低阅读障碍, 因为相对学术论文来说, 英文摘要中的单词和复杂性均较少。许多不错的阅读经验帮助学生转换策略成有效的阅读习惯。

新时期, 我校的办学目标是:到2020年, 把学校建设成为一所海洋、水产、食品等学科优势明显, 理、工、农、经、文、管、法等多学科协调发展, 教学科研并重, 国际化、开放型的一流的高水平特色大学。凸显国际化, 就要求我们的学生具备基本的阅读外文资料和文献的能力, 英文摘要的阅读能力培养可以让学生能更广阔地接触到我校主打的海洋经济学科前沿, 使他们及时了解学科最新动态。

摘要：英文摘要对于提高学生学术论文阅读能力, 培养学术交流能力起着不可忽视的作用。英文摘要拥有与文献同等量的主要信息, 不阅读全文, 就能获得必要的信息, 了解论文的基本内容。英文摘要阅读能力培养, 可能就是通用学术英语将来发展的一个学生需要必备的学习能力之一。

关键词：学术英语,英文摘要阅读

参考文献

[1]魏舒伦.英语阅读教学的趋势:理性认知策略.人文及社会学科教学通讯, 1990 (3) :16-29.

[2]Bensoussan, M., &Kreindler, I.Improving advanced reading comprehension in a foreign language:Summaries vs.short-answer questions.Journal of Research in Reading, 1990, 13:55-68

[3]Hare, V.C.Summarizing text.In J.W.Irwin&M.A.Doyle (Dds.) , Reading/writing connections:Learning from research.Newark, DE:International Reading Association, 1992:115.

对外交流英文发言稿 篇3

关键词：跨文化;异;同

[中图分类号]：H315.9 [文献标识码]：A

[文章编号]：1002-2139（2016）-02--01

“异”在现代汉语学习词典中的释义为：1.有区别;2.奇异，特别;3.惊异;4另外的;5.分开。翻译过程中，我们面临的“异”可以是语言层面上的“异”、思维层面上的“异”、文化层面上的“异”。

从语言层面上来看，中英文本身就是两种完全不同的语言，自然而然，在语序、句法结构、表达习惯等方面，两种语言区别很大。这样就要求译者在进行中英文本的翻译时，准确把握两种语言的差异。

从思维层面上来看，中国人与西方人的差异也是很大的。法国文学翻译家傅雷在1957年的“翻译体会点滴”一文中说道：“中国人的思维方式和西方人的距离多么远。他们喜欢抽象，长于分析;我们喜欢具体，长于综合。”（孙致礼、周晔，2010：71）由此可见，中国译者在翻译英语作品时，一定要学会使用西方人的思维，准确把握中西方思维方式的差异。

从文化层面上来看，中国文化与西方文化是两种截然不同的文化。译者在翻译西方作品的时候，一定要了解熟悉西方文化，准确把握中西方文化的差异，在这样的条件下才能翻译出准确的译作。

“同”在现代汉语学习词典中的释义有：1.相同，一样;2.跟某事物相同;3.共同，协同;4.一齐，一同;5.（介）引进动作的对象，跟，向;6.（介）表示与事物有无练习，与;7.（介）引进用来比较的对象;8.（连）表示联合关系。这样看来，“同”即“无矛盾”，那么翻译过程中我们遇到“同”的时候，就自然而然要保留“同”的部分。

谭载喜在《西方翻译简史》中说到：“两个原始部落间的关系，从势不两立到相互友善，无不有赖于语言和思想的交流，有赖于相互理解，有赖于翻译。”由此可知，从古至今，翻译都是两个部落、两个国家间就哲学、科技、艺术等方面交流的不可或缺的桥梁，而这些方面的交流也就是文化交流。方梦之在《应用翻译教程》中说道：“狭义地说，翻译主体就是译者，在整个翻译活动链中，译者处于中间地位。译者在翻译活动中表现出来的本质特性，即翻译主体能动地操纵原本、改造原本、转换原本，使之为读者服务的特性，是翻译主体的本质力量在其翻译行为中的外化。”那么从文化交流的角度上，作为翻译活动的主体，翻译时我们保留“同”。那么我们怎样对待“异”呢？

陈小慰在《新编实用翻译教程》中关于“文化背景知识”如是说：“我们知道，交际只有在作者（说者）和读者（听者）都心照不宣地默认足够量的相同预设或相同背景知识时才会成功。”这也就是说，说者与听者要在某一问题的文化层面上达成一定的共识。我们知道中西文化差异巨大，想要达成共识，在中西方文化交流的过程中就需要作为主体的译员巧妙地处理文化交流中的“异”。首先，在观念上面，我们要正确认识“异”，对待异国文化，既不要目空一切，为我独尊。回顾历史，我们不难发现忽视异国文化从而导致恶果的例子。比如说，我国最后一个封建王朝清朝在1840年鸦片战争以前一直目空一切，唯我独尊，并且以“天朝”自居。当时西方的工业革命已经使西方国家工业发展起来。清王朝对此却不屑一顾，以至于在鸦片战争打响的时候，军备上面远远落后于英国，这是导致其后来惨败的一个重要原因之一。再如许筠在《翻译概论》中引用的谭载喜在《西方翻译简史》中的“在中世纪，对待非正统的教义、思想或学说，必诛灭之而后快。欧洲文化中心论者，也认为其他民族的文化是异端。只有欧洲民族是文明的，其他民族都是‘蛮族’。”很显然，这所谓的“欧洲中心论”是错误的观点，大部分人若长期持有类似的观点，必然会阻碍国与国、文化与文化之间平等良好的交流。所以，在翻译过程中，译者要切忌无视异域文化或轻视异域文化的观念或行为。其次，“对待外国文化，有可能还会走上另一个极端，那就是一味崇拜外国的文化，看不到自己的长处，而渐渐丧失‘自我’。”（许筠，2009：180）随着中国加入世界贸易组织（WTO），中国逐渐融入到世界经济中，进出口贸易不断增长。在中国国内洋品牌随处可见。有一部分人难免产生了一种“外国的就是好的”观念。在这样的观念的驱使下，一系列外国牌子受到这些人的追捧。这不禁让我们发问：“难道国产的品牌就真比不上外国品牌吗？”其实不尽然。因此，做到不仰视异国文化，平等地进行文化交流也是十分必要的。

综上所述，我们知道译者是翻译活动的主体，在文化交流、文化传播中起着十分重要的作用。那么鉴于中西方文化有着本质上的差异，在翻译活动中，译者面对文化中相同的部分要保留，面对文化中“异”的部分，也就是不同的部分，在工作做中要克服三种态度，即许筠在《翻译概论》中提及的“一.无视异域文化，二.轻视异域文化，三.仰视异域文化。”在这样的基础上，才有可能做好承载中西文化交流的重任。

参考文献：

[1]孙致礼、周晔，《高级英汉翻译》，外语教学与研究出版社2010年版。

[2]谭载喜，《西方翻译简史》，商务印书馆2004版。

[3]陈小慰，《新编实用翻译教程》，经济科学出版社2011版。

[4]许筠，《翻译概论》，外语教学与研究出版社2009版。

[5]方梦之、毛忠明，《应用翻译教程》，上海外语教育出版社2005版。

魔兽世界英文交流-各种地名 篇4

Zones and Cities 地区和城市

EPL=Eastern Plaguelands 东瘟疫之地

IF=Ironforge 铁炉堡

OG= Orgrimmar(Org)奥格瑞玛

STV=Stranglethorn Vale 荆棘谷

SW=Stormwind 暴风城

TB= Thunder Bluff 雷霆崖

TM=Tarren Mill 塔伦米尔

UC=Undercity 幽暗城

WPL=Western Plaguelands 西瘟疫之地

英文学术交流会邀请函 篇5

March 21, 2016

Wilson Wang School of Public Administration Peking University 102 Boai Road Beijing 100080

Dear Wilson Wang:

国际业务合作交流英文邀请函 篇6

篇一：国际学术交流英语 邀请信

国际学术交流英语 邀请信

篇二：邀请函及英文件

邀请函 INVITATION 尊敬的 先生/女士（Dear Sir/Madam）: 您好！我们诚挚地邀请您参加将于9月18日（星期二）下午15:30在南京市白下区金蝶科技园（中山东路532-2号）举行的“2012南京市白下区金秋经贸洽谈会”。十一届全国政协副主席、全国工商联主席黄孟复先生等国家、省、市领导和部分工商界精英将莅临本次大会。本次活动以“创新、转型、共赢”为主题，通过举办投资推介、交流洽谈、项目合作等系列活动，为参会境内外客商搭建合作交流的平台，共享经济转型发展的丰硕成果。

我们热忱期待您的支持与参与！

We hereby sincerely invite you to the “2012 Nanjing(Baixia)Golden Autumn Economic and Trade Fair ”to be held in Kingdee Technology Park(No.532-2 East Zhongshan Road)in Baixia District of Nanjing at 15:30 Sep 18th(Tuesday).Mr.Huang Mengfu, 11th CPPCC vice-president and ACFIC president, and other political and business elites will attend this meeting.The theme for this fair is ”Innovation, Transformation and Win-win”.We are glad to provide an interactive platform for both domestic and foreign clients by hosting a series promotion, communication and co-operation, so as to share benefits of the transformative development in economy.We sincerely look forward to your support and participation.南京市白下区人民政府

Gov of Baixia District,Nanjing Municipality 二O一二年八月二十六日 Aug 26th 2012 议程安排(Agenda)15:30区委、区政府主要领导与部分客商座谈 Leaders meeting 15:45活动签到

Conference registeration 16:18白下区人民政府区长曹永林介绍参会领导、来宾

President of Baixia government Cao Yonglin to introduce leaders and guests present 16:23十一届全国政协副主席、国家工商联主席黄孟复致辞

The 11th CPPCC vice-president, ACFIC president Huang Mengfu to deliver a speech 16:28省领导致辞 Leaders of Jiangsu Province to give a speech 16:33市领导致辞

Leaders of Nanjing Municipality to give a sp eech 16:38白下区委常委、区政府副区长薛凤冠介绍区情及辖区招商资源

Vice-president of Baixia government Xue Fengguan to introduce the investment environment and business serving resources 16:45项目签约、发照仪式 Signing ceremony 16:55金蝶科技园领导介绍项目概况

Leader of Kingdee Technology Park to introduce the park 17:00金蝶科技园开园仪式

Opening ceremony of Kingdee Technology Park 17:10白下区委书记陈勇讲话

Secretary of the CPC Baixia Committee Chen Yong to deliver a speech 篇三：英文商务邀请函范本

这是一段邀请函: Dear Sir or Madam: We are very pleased to invite Mr.****** come to our company for visiting and business negotiation.The business trip will start from 30th Oct.2006.And because the long business co-operation in future between ****** company.and us, they will come to China for many times.Please note, however, that we don’t assume any legal or financial responsibility whatever regarding the presence of ****** in China.All expenses of ******’Sjourney to/from China, their stay in China as well as health insurance will be borne by their employers.请注意我们不承担XXX在中国的任何的法律和经济责任。XXX所有的往返中国旅行花消还有他们在中国的健康保险都有他们的顾主来承担。

We send you our kindest regards and best wishes for a pleasant trip.Date: August 22, 2010

To: Lianyong Industry Park, Beifeng Town, Shijiazhuang City, Hebei Province, China Shijiazhuang Jinglong Automobile Parts Co., Ltd.Attention: CHEN WEI From: XXXX Co., Ltd.August 22, 2010 XXXX Co., Ltd.Address: Tel:()Fax:()INVITATION LETTER This is to invite Mr.CHEN Wei, with passport No.Gxxxxxxxx, born on September 22, 1973, to visit XXX Co., Ltd., starting from January 10, 2011, for business purposes over the development of new products.All expenses related to his visit will be covered by Shijiazhuang Jinglong Automobile Parts Co., Ltd.during his stay in U.S.Yours sincerely, General Manager XXXX Co., Ltd.注意事项： 1 专有名词要大写 2 日期格式要统一（月、日、年），月份缩写与否，日期带缀与否

标点符号后要空格

不要那种在线翻译的哦，要是自己翻译出来的，谢谢啊

分数全给你了

邀 请 函

尊敬的郑天和总裁：

总部服务中心第二期物流部长——《供应链管理》培训定于11月4日开始，为期两天。本期培训共有30名左右的员工参加培训。诚邀您出席11月4日上午9：00的开训典礼，并作主题发言。

地址：汉庭酒店北京东路店五楼会议室

感谢您对公司培训工作的支持！

联系人、电话：王景枝 83758029 沈庆诚 52887397 服务中心

人力资源中心

二OO九年十月二十六日 Invitation Dear president Zheng：（请注意，总裁的正式说法是president而不是CEO，同时后面都是跟姓，不会加上名）The

second

stage

logistics

对外交流英文发言稿 篇7

Since the late 1960s the western scholars have begun to study the theories on Second Language Acquisition(SLA).the Monitor model is considered as the most comprehensive theory in terms of SLA study.It includes five hypotheses:the Acquisition-Learning hypothesis,the Natural Order hypothesis,the Monitor hypothesis,the Input hypothesis and the Affective hypothesis.It illustrates that the second language(SL)can be acquired but not learnt,i+1 comprehensible input will naturally lead to acquisition and low affective filter makes acquisition relaxing and enjoyable.The paper expresses some critical evaluation on it and elicits the related implications for teaching and learning.

2 Evaluation on the Monitor Model

This part concentrates on Krashen’s Monitor weak points.First with respect to acquisition and learning and the basis of unconsciousness and consciousness,that is,“feel”and“rule”.In fact it is vague and difficult to put into practice in that we do not have a standard to judge what is acquired and what is learnt.Then,do people have two independent language systems to internalize information?If learnt knowledge can not be converted to acquired knowledge,what people are taught in class can not change into fluent and unconscious speech,and this counters their intuition.The point does not validate itself in first language class.Furthermore,there is not enough evidence to backup the“two systems”theory.Second,the natural order is studied with limit to morpheme-acquired order.That can no generalize all the orders involved in language acquisition.Even if people employ the right order,can they get the rule-governed acquisition?Besides,it does not take individual difference into account because it takes for granted that people have a common acquiring order.Third,the Monitor hypothesis narrows learnt knowledge as only an auxiliary tool to edit the output without reference to its function of helping understanding input.In addition,people are not sure of when they have used the monitor.The theory is not finely tuned to provide a valid test system.There is no way to confirm when the monitor works and when it doesn’t so that people can not figure out its effectiveness Fourth,the input hypothesis is confined to acquisition and claims that input has nothing to do with learning.In SL classroom teaching students keep in contact with much input,they do not possess the target language competence,can’t they acquire the language?The theory insists on input as the only way to realize SLA,how about therule of output?People utilize output to get feedback,namely,to check correct and consolidate the input.Can input itself enhance the ability alone?As for the comprehensible input i+1,first,i,in practice,is subjectively decided with no solid ground.Next,it does not tell how knowledge beyond structure and grammar is internalized in SLA(陆卫萍,2006:78).Last but not least,affective filter hypothesis is beneficial to a SL acquirer.It provides acquirers with variables as reference However,it does not illustrate how the affective filter works.If affective filter can pass quite a few of the input,why does it impede the other small part?

3 Implications for Teaching

Although its many shortcomings,it really gives rise to the renewing awareness of language teaching and learning in teaching circle,including an effect on the curriculum arrangement,the textbook adaptation,and classroom teaching.Its implications for teaching are specifically illustrated as follows:

3.1 Lay Equal Stress on Meaning and Form

The AcquisitionLearning hypothesis emphasizes the importance of meaning.It is more effective than the traditional grammar-based teaching and learning method.In fact,a good acquirer lays equal stress on meaning and form.The hypothesis gives us a hint that we should create a kind of natural language environment,meanwhile,place the language materials in a specific cultural situation or context in order to promote understanding and memorizing the meaning.Besides,there should be a variety of activities in classroom,such as discussions and role plays to get students to attend real practice with target language.Concerning speaking and listening,students should be guided to pay a little attention to structures and rules,just try their best to grasp the general ideas,and then speak them out for a particular situation.To reading and writing,students should be given a guideline to express their ideas first and then cast an eye on words,phrases,sentences paragraphs,etc.Only in this way can students apply more unconscious knowledge to real language world and increasingly express themselves clearly and accurately.

3.2 Find suitable natural order

Even though each student has intellectual difference,they have their own natural order to learn and acquire language.Teachers can set up a series of variables attached to a fine rule to help students identify the order.To some extent,students can often be aware of their problems about some part in the order which enables them to have a good command of the language.

3.3 Improve the Ability to Self-monitor

To get control over the acquiring process appropriately will get acquisition forward.Teachers can frequently provide a monitor-needed environment to stimulate students to be sensitive errors or confusing language points.For example,teachers can collect several sentences from the homework,write them on the blackboard and ask students to judge whether it is right or not.This kind of activities will arouse students’awareness to internalize the proper language points and finally convert them into acquired knowledge.

3.4 Try to Give Comprehensible Input

Kranshen believes that comprehensive input is the key to language acquisition,as a result,whether a teacher can offer comprehensible input is closely connected with the effectiveness in SL teaching.First,teachers should increase students’access to SL by creating a favorable learning atmosphere.In this case,students can effectively get the linguistic rules and speaking skills.Moreover,teachers can ask students to write reading reports and hold SL parties.Second,teaching materials also should reflect i+1structure.Individual acquiring characteristics varies from person to person,consequently,teachers should encourage students to actively find multi-channeled“input”,such as a specific material.Third,the input can be as interesting as possible.If teaching and learning amount to textbooks,students will be bored to frustration.Teachers might well ask students to adopt“Pleasure reading and listening”(王亚琼，2005:94).Besides,teachers should ponder on relevance and the amount of input.When what is taught is irrelevant,students will lose interest and that will result in bad effects.The input should be arranged to develop students’comprehensive abilities anything but one side.

3.5 Create Low Affective Filter Atmosphere

Teachers should pay much attention to students’mental factors.They can help students set their goals and promote their motivations by means of introducing background,social requirements and the basic request for passing exams.In classroom teaching,teachers should correct the errors as less as possible,at the same time,elicit the output encouragingly.Aside from this,teachers can create a relaxing atmosphere to make students receive much input as often.As to those who do not have a good habit or strong will,teachers can care about them much.Another example,appropriate methods should be put to use,such as the natural approach,the silent way,and TPR to lower affective filter.

4 Conclusion

The five hypotheses in Krashen’s Monitor model provide a nove perspective for us to describe the SLA process and give different interpretation of SLA from the traditional teaching model.Though the theory is the most comprehensive,influential,and attractive,it has not been well-proved yet.Some points do not tell us the specific methods and techniques,in this sense,it loses a little force.No matter what its shortcomings are,we should be critical to extract those good points to direct our foreign language teaching and learning.The inspirations will cover more and more aspects of classroom teaching and gradually switch our teaching and learning beliefs.

参考文献

[1]Richards,Jack C.and Theodore S.Rodgers.2001.Approaches and Methods in Language Teaching[M].Cambridge:Cambridge University Press.

[2]陆卫萍.2006.6.Krashen监察模式理论之批评述评[J].Around SoutheastAsia,76-79.

[3]石红.2004.12.输入假说模式和第二语言习得[J].扬州大学学报,8(6):91-93.

官方英文发言稿 篇8

Ladies and Gentlemen,Welcome to the inauguration of the new office for the Economic and Commercial Section of the Chinese Consulate General, and please allow me introduce to you its new director--Mr.Lin Kun.The location of the office manifests our confidence in the future of Sydney’s development.And In view of the continuously increased commercial activities in this neighborhood after the year 2000, we are convinced that this district shall have great development prospect.Today’s ceremony is held at a time when China-Australia economic and trade relations have entered a period of sustained development.Compared to its vast potential, the existing bilateral economic and trade exchanges may have not reached our expectation.However, through years’ endeavor from governments of all levels and entrepreneur in both countries, we now have deepened mutual understanding, no longer groping in the dark, with clear concepts what are each other’s urgent needs and what we can offer to each other.Economic and Commercial Section, operating as part of diplomatic organ, does not directly get involved in business activities which are left to commercial communities, but to provide policy instruction and information services.And we are willing to provide our services to business communities in both China and Australia.