英语专业英文简历范文

英语专业英文简历范文（共6篇）

篇1：英语专业英文简历范文

英语专业英文简历范文

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





 tem 4(test for english majors, grade 4):78bet6(college english test band 6):601master the use of ms word, excel and powerpoint psychology, poem-reciting, newspaper collecting

篇2：英语专业英文简历范文

education

sep.2005 –present zhejiang university school 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

work experience

sep.2005 – mar.2007 member 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 (www.qzlake.zju.edu.cn)

may.2005 – present governess

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.2006 editor of voice of drill, the magazine of the university during the drill

collected and edited articles

contributed to voice of drill

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

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

interacted with instructors to learn teaching skills, wrote summary reports

made 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

2005-2007 outstanding student in academy, morality at zhejiang university

2005-2007 the third prize scholarship (awarded to top 20% students)

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

english & it skills

tem 4 (test for english majors, grade 4): 78

bet6 (college english test band 6): 601

master the use of ms word, excel and powerpoint

interest

篇3：英语专业英文简历范文

Keller defines motivation as the choice people make as to what goals they will approach.Gardner regards motivation as the combination of effort plus desire to achieve the goal of learning the language.Williams and Burden think motivation leads to a conscious decision to act in order to attain previous set goals.

Motivation is classified by cognitive psychologist into two types:intrinsic and extrinsic motivation.Intrinsic motivation means people do things out of their own will such as interest or enjoyment or curiosity.Extrinsic motivation means doing activities in order to get a reward or to avoid punishment.Gardner and Lambert(1972)collected many researches among which some people made a distinction:that is integrative orientation and instrumental orientation.

1.1 Definition of motivation

The Latin term“motives”means a moving cause.It is the origin of the word“motivation”.To some degree,motivation can encourage people to produce a course of action.It is accepted by researchers that motivation is very important in language learning,ye seldom general agreement is made on the definition of motivation Different views have appeared.

Motivation is defined by Keller as:“the choice people make as to what experiences or goals they will approach or avoid,and the degree of effort they will exert in that respect”(Crookes and Schmidt1991).

Gardner indicates in his social-psychological model that motivation is“the combination of effort plus desire to achieve the goa of learning the language”(Ellis,1997:509).In this definition,four words should be focused on in order to learn a language and achieve the goal:goal,effort,desire and attitude.According to Gardner,two orientations can influence motivation:instrumental orientation and integration orientation.

Williams and Burden see motivation as“a state of cognitive and emotional arousal,which leads to a conscious decision to act and which gives rise to a period of sustained intellectual and/or physical effort in order to attain a previous set goal(goals)”(Liu2002).

There surely exists some relationship between them.All agree that motivation has connection with goals.The purpose or the aim is to achieve some goals.My own understanding about motivation is that I think motivation is a source of learning,a source of action.If learners have motivation,they are willing to do something.They produce some actions out of their own will.They do things from their own hearts.

1.2 Classification of motivation

Motivation is classified by cognitive psychologist into two types:intrinsic and extrinsic motivation.Intrinsic motivation means people do things out of their own will such as interest or enjoyment or curiosity.Extrinsic motivation means doing activities in order to get a reward or to avoid punishment.

Gardner and Lambert(1972)collected many researches among which some people made a distinction:that is integrative orientation and instrumental orientation.People with integrative orientation want to share the same feelings with the second language speaking group and finally to be one member of it,for this aim,these people learn the second language;and instrumental orientation is regarded as more practical reason for people to learn a second language.

1.3 Several important theories about motivation

Motivation includes a lot of theories and it is also a complex topic.The author is going to introduce several theories which are very important and have great influence.One is the behavioral theory.The important element of the theory is the reinforcement.This theory tries to give explanations in terms of behavior for a wide rage of cognitive phenomena,which is one of the distinctive aspects of the theory.Another is cognitive theory.Cognitive theory of motivation pays special attention to the idea that our anticipations and perceptions are the bases of many behaviors.

2 Methodology

This survey is based on the sophomores of Huanghuai University.There are two purposes in the research.And in order to achieve the purposes,three research questions are designed.The subjects in the survey are 255 second year non-English majors.They are randomly selected from Huanghuai University.A questionnaire designed by Qin Xiaoqing and Wen Qiufang(2002)is adopted.

2.1 Purpose of the research

Many English teachers have the same feelings that some students especially the sophomores don’t have initiative in English learning.Yet there are still a small part of students who have a better achievement in English learning than those who are lack of motivation,although the students with better achievement may not be clever.In fact the students with better grades are highly motivated ones.The different results between the two groups are caused by different reasons.Thus,there are two purposes in the research.

1)Teachers should know clearly about the main types of motivation that exist among non-English major sophomores.

2)Teachers need to identify the reasons that affect on sophomores’different motivation in English learning.

2.2 Subjects

The subjects in the survey are 255 second year non-English majors(146 males and 109 females).They are randomly selected from Huanghuai University.They are not from the same regions but various areas of the country.For them all Chinese is their native language.They study English as a foreign language in the University Among them 89 students are liberal arts,103 subjects are from engineering major,and for 63 subjects science is their major.

2.3 Instruments of the research

In order to conduct the survey,the author will use one instrument.That is a questionnaire for subjects.For the questionnaire the author chooses one which is designed by Qin Xiaoqing and Wen Qiufang(2002).It includes 40 items.The author divides these items into two parts.In the first part 23 items are designed to measure the types of motivation concerning sophomores’English learning.In the second part,17 items are used to measure the reasons that affect on their motivation.Items in part one will be divided into4 subscales:instrumental motivation,integrative motivation,intrinsic motivation and extrinsic motivation.

2.4 Research questions

In order to achieve the purposes,three research questions are designed.

1)What are the main types of motivation that exist among non-English major sophomores,integrative and instrumental motivation?Or intrinsic and extrinsic motivation?Or others?

2)Which one may have greater influence on the English learning for sophomores?

3)What are the reasons that affect on sophomores’differen motivations in English learning?

2.5 Data analysis

255 subjects will answer the questions of the questionnaire Before they give their answers to these questions,the author will explain how to do the questionnaire:When they finish reading one question,they should respond immediately without hesitation.They should be careful,honest and responsible to tell their true feelings Subjects will be told that the purpose of the questionnaire is just for study and it will not have any bad influence on them.They can turn in their finished questionnaire anonymously.They should choose only one answer from A(strongly agree),B(agree),C(no clear answer),D(disagree)and E(strongly disagree).Only twenty minutes are given for them to finish the questionnaire,and it is a requirement to give their answers to all items.

After collecting the questionnaires finished by the subjects the author used statistics to deal with them.For the types of motivation,the author got some percentages which show how many students have intrinsic motivation and how many have extrinsic motivation.That what the percentage of students with integrative motivation is and what the percentage of those with instrumental motivation is is also got with the help of statistics.The same way is also applied to other issues.

3 Results

One result is a large percentage of students(61.3%)have extrinsic motivation and they lack enthusiasm when they study English.They don’t have enough interest.English is regarded as a pressure and they don’t like English learning in their own deep hearts Another result is the number of the students with instrumental motivation is greater than that of those with integrative motivation.The sophomores with integrative motivation accounts for 52.7%and those with instrumental motivation accounts for 78.3%.Another result is some uncontrollable factors are regarded as the reasons tha lead to their lack of motivation in learning English.Most students think that learning environment can affect their motivation in learning English.A good learning environment will encourage learners to have a desire to study English.They don’t want to go on or remain their enthusiasm in learning English any more if the environment or the atmosphere is not good.Some students think that they lack motivation because English is difficult.All these belong to uncontrollable factors.Next result is students always relay on their teachers.They contribute their failure in English learning to their teachers.

3.1 Subjects’extrinsic motivation superior to intrinsic moti-vation

The questionnaire uses 5 items(1~5)to measure intrinsic motivation.And 4 items(6~9)are used to measure extrinsic motivation.The result of the votes can be shown in the following chart.

The differences between their intrinsic and extrinsic motivation can be indicated clearly by the above chart:A large percentage of students(61.3%)have extrinsic motivation and they lack enthusiasm when they study English.They don’t have enough interest.English is regarded as a pressure and they don’t like English learning in their own deep hearts.

3.2 Subjects’integrative motivation inferior to instrumental motivation

The number of the students with instrumental motivation is greater than that of those with integrative motivation.

Integrative motivation is measured by five items(10~14).And instrumental motivation is measured by nine items(15~23).The result of the votes can be shown in the following chart.

The above figure reflects that sophomores with integrative motivation accounts for 52.7%and those with instrumental motivation accounts for 78.3%.The result corroborates the result of Zhu Guozheng(2003)who reported that instrumental motivation is possessed by most of the Chinese university students in English learning.

3.3 Some uncontrollable factors in learning English

Some uncontrollable factors are regarded as the reasons tha lead to their lack of motivation in learning English.

Seventeen items(24~40)like controllable(24~29)are designed to explore the reasons.And uncontrollable factors(30~35are also designed to explore the reasons.From the following chart a clear result can be seen.

Most students think that learning environment can affect their motivation in learning English.A good learning environment will encourage learners to have a desire to study English.They don’t wan to go on or remain their enthusiasm in learning English any more i the environment or the atmosphere is not good.Some students think that they lack motivation because English is difficult.All these belong to uncontrollable factors.

3.4 Teachers’influence on students’motivation

Items from 34 to 39 are designed to measure how great teachers affect sophomores’motivation.

The figure above indicates students always relay on their teachers.They contribute their failure in English learning to their teachers.English teachers in author’s university should be aroused by this result of survey.

4 Conclusion

Main results of the study:

The thesis provides a survey of the second year non-English majors’learning motivation.The survey tells us that main types o motivation for sophomores are extrinsic motivation and instrumenta motivation and that the main factors which influence their motivation are teachers and learning environment.

1)The result of the present study is the same as most former studies,.This study showed that instrumental motivation is superior to integrative motivation among sophomores in their English learning process.Most learners study English only to pass English examinations or CET4/6,or to find a good job after graduation.Instrumental motivation makes them to study hard.Another major type is extrinsic motivation.A large percentage of students has extrinsic motivation and they lack enthusiasm when they study English.They don’t have enough interest.English is regarded as a pressure and they don’t like English learning in their own deep hearts.

2)The survey also showed some students believed that uncontrollable factors resulted in their unsuccessful English learning.For some sophomores,the intensity/force with which they learn English is influenced by their teachers and the learning environment.Mos think they will have a strong desire to study English if their teachers are knowledgeable,if their teachers’teaching style is interesting,if the relationship between teachers and students is good.And learning environment has a great effect on learners.They are willing to learn English in good environment and they long for learning i better.In contrast,they will lose their interest and confidence gradually in learning English if the environment doesn’t exists.Some students believed that uncontrollable factors result in their unsuccessful English learning.Most students think that learning environmen could affect their motivation in learning English.A good learning environment will encourage learners to have a desire to study English.They don’t want to go on or remain their enthusiasm in learning English any more if the environment or the atmosphere is no good.Some students think that they lack motivation because English is difficult.All these belong to uncontrollable factors.And teachers are considered to have a great influence on their English learning.Students always rely on their teachers.They contribute their failure in English learning to their teachers.

Limitations in this study:

The survey cannot be perfect although it is conducted carefully.Firstly the number of the participants is not large.They are only a small part of all Chinese sophomores.And they are all selected just from Huanghuai University.And maybe these participants are not the best representatives.Secondly,the true feelings from the subjects may not be the reason that they didn’t give their careful re-

摘要：很多研究者认为动机是二语习得者成功学习语言的重要因素。因此,英语教师应清楚地了解学生的学习动机类型和影响他们学习动机的因素在哪里。该研究以255名大二学生为调查对象,以秦晓晴、文秋芳(2002)编制的动机量表为研究工具,调查了这些学生的学习动机。该调查显示出大二学生的英语学习动机对他们英语学习的提高不利。学生的学习动机以工具型为主。大多数学生缺乏学习主动性。他们学习英语主要是为了通过英语期末考试和CET考试。调查结果也表明相当一部分学生的学习动机是外在型的。这部分学生缺乏英语学习的热情,没有足够的兴趣。英语调查结果也显示他们认为一些不可控因素导致了其英语学习的失败。大部分学生认为学习环境会对自己英语学习的动机产生影响。在良好的学习环境下,学习者有学习英语的渴望。如果没有良好的学习环境或氛围,多数学生表示他们不会保持学习英语的热情。还有一些学生认为自己不想学习英语的原因是英语太难了。这些都是不可控因素。同时,老师被认为对他们的英语学习有很大的影响。学生对老师有很强的依赖性。他们把自己没能学好英语归因于老师。

关键词：英语学习,动机,非英语专业,大二学生

参考文献

[1]Brown H D.Principles of Language Learning and Teaching[M].4th Ed.Englewood Cliffs.New Jersey:Prentice Hall,2000.

[2]Chen Qiaowei.Study on English Learning Motivation Over 10Years[J].Journal of Hubei University of Economics:Humanitiesand Social Science,2009,6:182-184.

[3]Finegan E.Language:Its structure and use[M].3rd Ed.HarcourtBrace,1999.

[4]Gardner R,Lambert W.Motivational Variables in Second Lan guage Acquisition[J].Canadian Journal of Psychology,1959(13):266-72.

[5]Hudson G.Essential introductory linguistics[M].UK:BlackwellPublishers,2000.

[6]Liu Donglou.Several Thoughts of Motivation in Foreign Lan guage Teaching[J].Foreign Language Teaching,2002(4):58-62.

[7]Liu Hongmei.Psychological Exploration About College Fresh men in English Learning and Teaching Strategies[J].Abroda For eign Language Teaching,2003(3):49-53.

[8]Qin Xiaoqing,Wen Qiufang.Internal Structure of Non-EnglishMajor College Students[J].Foreign Language Teaching and Re search,2002(1).

[9]Wlliams M,Burden R L.Psychology for Language Teachers[M].Beijing:FLTR,PEP and CUP,2000.

篇4：英语专业英文简历范文

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。

篇5：英语专业英文简历

The current location: Whampoa District National: Han

Residence: Sichuan figure: 176 cm 74 kg

Marital status: age: age

Personal contact

Address:

Contact phone: home phone:

Hand machine: QQ number:

E-mail:

Job search intention and work experience

The type of talent: ordinary job

Position: Sales Management: business executives, senior management: business management, procurement: procurement Executive

Work experience: Title: no title

Job type: full-time date available: at any time

Salary requirements: hope that the working area: Guangzhou

Personal experience:

Company name:

Start-stop date: 2011-10--

Company nature: industry:

Position: Purchasing Director

Job description: 1, responsible for building decoration materials procurement and hardware procurement and management;

2, the management company purchasing department of the overall work plan, contract execution and supervision of procurement, personnel training;

3, in charge of purchasing department is in charge of the project, etc..... This

Education background

University one is graduated from Chongqing College of Communications:

Degree: college graduation date: 2012-7

Specialty: industrial automation professional school two:

Language ability

Language: English

Mandarin Level: excellent Cantonese level: General

Ability to work and other specialty

篇6：英文简历英语专业学生

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