应用英语专业英文求职信

应用英语专业英文求职信（通用8篇）

篇1：应用英语专业英文求职信

应用英语专业英文求职信范文 P.O. Box 36 Tsinghua University Beijing,China 100084 Dear Sir/Madam: Your advertisement for a Network Maintenance Engineer in the April 10 Student Daily interested me bacause the position that you described sounds exactly like the kind of job I am seeking. According to the advertisement ,your position requires top university,Bachelor or above in Computer Science or equivalent field and proficient in Windows NT4.0 and LINUX System. I feel that I am competent to meet the requirements. I will be graduating from Graduate School of Tsinghua University this year with a M.S. degree . My studies have included courses in computer control and management and I designed a control simulation system developed with Microsoft Visual InterDev and SQL Server. During my education, I have grasped the principals of my major and skills of practice. Not only have I passed CET-6, but more important I can communicate with others freely in English. My ability to write and speak English is out of question. I would appreciate your time in reviewing my enclosed resume and if there is any additional information you require, please contact me.I would welcome an opportunity to meet with you for a personal interview. With many thanks, Wang Lin

篇2：应用英语专业英文求职信

Dear Sir,I have learned from Jobspower.com on 29 May, 2000 that there is a vacancy in your firm, and I wish to apply for the position.I am a graduate of Hong Kong polytechnics, class of 1996.For the last four years I have been working as a salesman for Hong Kong Trading Company, and I an just quitting that firm in a few days.Enclosed you will please find a letter of recommendation from my present employer who appreciates my performance very much but have to let me go, for his firm is going to be closed.While working with Hong Kong Trading Company, I have a good chance to know all the leading chemical product manufactures in this area.My connections bulit with them in the past may employ me as a salesman.I am sure that these manufacturers would equally welcome my service if I work for you.I shall appreciate a personal interview at your convenience.Best Regards

Yours faithfully

篇3：应用英语专业英文求职信

关键词：应用,文化教学,精读教学

1 The Ignorance of Culture Teaching

As we know,intensive reading is a basic and fundamental subject for an English major.Its main objective is to let the students understand and grasp the basic rules and forms of English,and then to use them correctly and freely by a series of teaching and training activities of listening,speaking,reading and writing.

Therefore,there is always a false idea:once we obtain this objective,we know English very well.Culture teaching is not necessary or important at all,or even can be ignored or omitted.

2 The Definition of Culture

To understand the importance of culture teaching,first,we’d better know what is culture.

The new world encyclopedia of America of 1974 defines it as the follows:“it is the totality of the spiritual,intellectual,and artistic attitudes shared by a group including its tradition,habits,social customs,moral laws,and social relation.Sociologically,every society,on every level,has its culture.The term has no implications of high development.[1]

According to Nida—a famous American translator,culture falls into 5 types:ecology,material culture,social culture,religious culture and linguistic culture.[1]The discussion of this paper is organized according to this classification.

3 The Relationship of Language Teaching and Cul-ture Teaching

Since culture includes so many aspects,then what is the relationship of language teaching and culture teaching?

Language is part of culture.It is the signs and carries of culture.On one hand,culture influences language expressions,or even thinking,and tells us what is acceptable or sensible in a particular situation;on the other hand,language reflects or indicates its culture,for example,we Chinese greet casual acquaintances in the street by“gan ma qu?”(干嘛去?)or“chi fan le ma?”(吃饭了吗?),while for culture differences,English people usually utter“Hi”or“Hello”instead.[2]

English,as a language,surely can’t be learned by being separated from its culture,English teaching,especially,intensive reading teaching is no exception.

4 Requisitions of Culture Teaching in Syllabus for English Major

Culture teaching requisitions are clearly stated in the Syllabus for English major.It attaches great importance on culture teaching:the students of English major should have not only a solid knowledge of English language but also a wide range of culture knowledge.College English teaching should aim at the improving of the students’moral,cultural and psychological qualities.

Consequently,culture teaching should not be ignored.

5 The Practical Need of Culture Teaching

So much have we discussed culture teaching in theory.In practice,we also feel the great need of culture teaching.Students may come across some cultural knowledge in our teaching.If the teacher doesn’t explain or can’t explain them very clearly,this will influence their understanding of the sentences,thus even the theme of the whole passage.

In a word,it is necessary and important to teach some cultural knowledge in intensive reading teaching theoretically and practically.

6 The Application of Culture Teaching in Grade Two Intensive Reading Course Book

No matter what kind of course books may be chosen,there is something in common:cultural knowledge exists everywhere Just take intensive reading course book as an example(《综合英语教程》第三册,第四册,邹为诚主编,高等教育出版社),the need to learn culture is obvious from the very beginning to the end.For instance,in Unit 1,My Father,Book 3,there is an item about expressions for personal appearance or one’s looks.Students may list many possible words,then a basic explanation is needed,otherwise,embarrassment will occur if the students misuse them.They may take it for granted that they can use all the expressions as they like.As is well-known to all that,in the west,people especially women are not pleased to be talked about their age and weight,so the teacher should remind them of this cultural difference.

Now,this paper will introduce the implication of cultural teaching with some typical examples according to Nida’s classification.

6.1 Ecological culture teaching

To most students,ecology is such an unfamiliar science,so they pay little attention to it,let alone ecological culture.

In Book 4,Unit 8,Humming Bird Winter,it is necessary for the teacher to introduce some ecological knowledge,such as the rising of world temperature,Green-house effect,contamination of industry,etc.Only when they know the damage of environment can the students completely understand why the writer should let go of something he’s treasured.

6.2 Material culture teaching

A typical example of material culture teaching is Unit 9,Chinese Food in Book 4.The writer employs lots of evidences to support his theme:Chinese food is a healthful food.If there is no comparison of the two foods,how can the students tell which is more suitable or better?especially at a time when lots of young Chinese generation madly pursue the western eating culture.

6.3 Social culture teaching

In Unit 7 Out of the Mists,Book 3,there is such a sentence“we are all indignant when he told us that he had knocked up the landlady of a country pub called the Rising Sun two miles from our lodgings,who was so cross at being woken that she refused to give him directions.”[3]I still remember clearly when I read this sentence for my students,one of them was so puzzled that he stood up and angrily questioned why the landlady was so indifferent.What’s more,another was confused at the Victorian philosophy.This apparently reflects their shortage of social cultural knowledge.If they know the history of World War I,World War II and the Victoria Period,they could understand it easily.

6.4 Religious culture teaching

Religious culture forms an important part of western culture and also plays an important role in their life.For example,in Unit3,Why My Great Uncle Gave up the Ministry,Book 3,if the students don’t know what their religious beliefs are and what does a Baptist do,they would not know what a pastoral call is,and why my great uncle was so regret that he finally gave up the ministry.

We know,in the west,it is compulsory for a Christian to go to church every weekend,they pray and tell God what wrong they’ve don’t for his forgive.A Baptist has the duty to visit his Christians for spiritual or religious needs,so when he made such a mistake,he can’t bring himself to tell the truth,he felt heavilyburdened and guilty,till at last relieved himself by retiring from the ministry.

6.5 Linguistic culture teaching

A knowledge of English language is necessary for an English major.Such sentence is a typical example“The English language is just such a hybrid.It began its career just under two thousand years ago as a form of ancient German,collided with a special kind of old French,was subjected to several waves of Latin and a flood of Greek,and since then has acquired bits and pieces of every other language that its users have ever been in contact with.”[2]Before teaching the text,the teacher needs to explain the history of English and its dialects first for the sake of better understanding.

7 Conclusion

Culture is an important part of language.To learn a lan-guage well,we’d better know its culture behind.By analyzing thepresent fact of ignorance of culture teaching,the relationship ofculture and language teaching,the practical and theoretical needsof culture teaching,this paper finally focuses on the applicationof culture teaching in intensive reading teaching with some explic-it examples.Owing to the limits of material and the author’s ownresearch knowledge and experience,there are some shortcomings,so we hope it will be a little helpful to intensive reading teachingand other researches.

参考文献

[1]郭著章.英汉互译实用教程[M].武汉:武汉大学出版社,1993:229-230.

[2]张鑫友.语言学教程学习指南[M].武汉:湖北人民出版社,2000:389-390.

篇4：应用英语专业英文求职信

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：英语专业英文求职信

I am a computer science major from Peking University, and I am writing in response to your advertisement for recruiting a software programmer intern posted on our university BBS yesterday. I hope I can take the job.

The main reason for my confidence in this position lies in both my extensive academic training in software programming, and my work experience in the relevant industry which has further polished my abilities. Moreover, I have much spare time this semester, which can ensure my time commitment for the internship. Please find more details in my enclosed resume.

Thank you for your time and patience, and I would greatly appreciate it if you could grant me an interview.

Yours sincerely,

篇6：英语秘书专业英文求职信

Dear Sir/Madam,My name isxiexiebang and I will graduate from Xi’an University in the year of year.My major is secretary in English department.It’s my great pleasure to have this opportunity to improve our mutual understanding.During the three –year college study，I tried my best to learn all kinds of knowledge，and weigh the hard work of my teachers and myself;I have mastered English listening，speaking，writing and reading skills.Moreover，I have a good command of Business English and the basic theory，public relationship of secretary.Meanwhile, in order to enlarge my knowledge, I always read some newspapers and magazines about business and trade，and I used to do some representative of business in my spare time.At the same time, I learnt computer skills during my summer vacation，and now I’m familiar with Office 2003.It is my three –year college life that makes me form my life attitude.Also my three-year college life that makes me rich in knowledge，and it’s also my three-year college life that makes me form my life attitude.Honesty, Trust, Diligence is principle of how to be a man.As a college graduate，I believe “where there is a will, there is a way”, and I will try my best to do a good job in my business.So I sincerely hope that I can make a position in your company so that I can serve for the company in the future.Yours faithfully,xiexiebang

篇7：外贸英语专业英文求职信

尊敬的领导：

您好!

感谢您在百忙中浏览我这份自荐信，给一个即将毕业的大学生一个机会，在次我对此表示深深的感谢！

首先请允许我做自我介绍，我的名字叫程XX，是南华理工大学2009届外贸英语专业的毕业生，获知贵单位广纳贤才，我幕名而至，真诚的渴望加入，为贵单位的明天添砖加瓦，更愿为此奉献自己的劳动和智慧。

秉着对知识的渴望，对英语学习的执著，在校期间我认真学习专业知识，并通过了大学英语四六级考试，还通过了全国非计算机专业计算机考试二级。在班上任组织委员一职，组织过班级体郊游、班内趣味运动会等活动，当然这些都是小事情，但这个机会培养了我很好的组织能力与协调能力。在课外我积极参加学校的各种活动，曾代表我专业在知识竞赛中取得一等奖，同时我还参与到社会实践中，在校期间曾作过家教一职，也曾在网吧担任过管事一职，还为诺亚舟电子辞典作过市场调研，通过这些社会实践我学到了很多课堂上学不到的知识，对社会有一定的了解和认识。07年夏天到深圳同学公司打工，对外贸事物的运行和操作有了亲身的经历，我想这是最珍贵的经验。本人平时爱好广泛，喜爱音乐，运动，会弹吉他，在校期间还代表我专业参加了足球比赛。同时对军事与政治颇为关注，经常买关于军事和政治方面的报纸杂志研读，对当今世界的电子产品消费也有一定的关注。伴随着青春的激情和求知的欲望，我即将走完四年的求知之旅，美好的大学生活，培养了我科学严谨的思维方法。更造就了我积极乐观的生活态度和开拓进取的创新意识。课堂内外的社会实践、扎实的基础知识和开阔的视野，使我更了解社会；在不断的学习工作中养成的严谨、踏实的工作作风和团结协作的优秀品质，使我深信自己完全可以在岗位上守业、敬业、更能创业！乐慧眼，开始我千里之行。疾风知劲草，路遥知马力。古有毛遂自荐，今有伯乐点将。愿借您伯有待于您通过“使用”来证明。

最后谨祝贵公司事业蒸蒸日上！谨附上本人履历一份，详列本人的基本资料，社会实践，技能和学历。承蒙审阅，不胜感激！

此致

敬礼

求职者：好范文求职信网

篇8：应用英语专业英文求职信

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

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