英语专业优秀学生个人英文简历

英语专业优秀学生个人英文简历（精选6篇）

英语专业优秀学生个人英文简历 第1篇

个人简历

一、学习成绩

三年学习成绩总排名：5

三年综合成绩总排名：2

(参排人数：45人)

英语能力：

大二上通过英语四级，获优秀证书，成绩89.5

大二下通过英语六级，或合格证书，成绩75

大三下通过赴港英语面试，获得去香港参加培训的机会(详见下文)

二、获奖项、证书、荣誉称号一览

1998~1999学年：

荣获优秀学生三等奖学金;

校优秀学生干部、校三好学生、校优秀团干部、社会实践先进个人等荣誉称号，所在班级被评为浙江大学十佳团支部，

1999~2000学年：

荣获优秀学生二等奖学金;中兴通讯奖学金;

英语四级优秀证书;英语六级合格证书;

校优秀学生干部;校三好学生;校优秀团干部;社会实践先进个人等荣誉称号

2000~2001学年

荣获优秀学生二等奖学金(其他奖项尚在评比当中);

第四届新纪元行政管理经营培训计划培训证书(香港中文大学、香港九龙总商会颁发)

各项荣誉称号尚在评比当中

三、参加的各项研究及社会实践活动项目

1999年

7月~8月

云南绿A生物工程有限公司、上海绿A生物工程有限公司市场推广项目

云南绿A生物工程有限公司、上海绿A生物工程有限公司

成功的协助建立了上海市杨浦区的销售网络

在其中，我起到了较为关键的作用

2000年

8月

中国东部地区农村土地使用情况调查

浙江大学

管理学院

协助学院老师进行一线调查

2001年3月

~2001年9月

“天堂硅谷 浙江大学学生创业计划大赛”

杭州市政府，浙江大学

进入决赛，并取得名次

具体名次

尚未出来

2001年

7月~8月

“第四届新纪元管理经营培训计划”

香港中文大学、

香港九龙总商会

获得毕业证书、作为主力成员获得其中多项桂冠

在培训计划中，本人表现出色，展现了浙江大学的风采

四、社会工作一览

1998~1999学年

浙江大学之江学院第一团总支书

浙江大学之江学院第一党支部委员

浙江大学之江学院工管981班团支部书记

评价：

1、成功的策划了四校合并以后至当时规模最大的五校区联合活动;

2、成功的主导了之江学院为期一学期的.“校园文化巡礼”并成为之后历届新生的模板

1999~2000学年

浙江大学管理学院(玉泉)学生会团委联合会副主席、分团委副书记、马列班班长、青年志愿者负责人;

共青团浙江大学委员会组织部副部长;

管理学院工商管理98班团支书

评价：

1、为学院开展学生工作做出贡献;负责多期预备党员、积极分子培训工作;

2、班级团支部被评为浙江大学十佳团支部

2000~2001学年

管理学院(玉泉)学生会主席

管理学院本科生党支部宣传委员

浙江大学港澳台青年交流协会副主席

浙大博学信息科技服务有限公司助理总经理

评价：

1、为管理学院党建工作做了不少努力;

2、为博学公司IT发展部、软件事业部成功的建立了覆盖杭州市的14所高校和相关机关部门的销售网络。在各高校做巡回演讲，为公司树立形象打下良好基础。

英语专业优秀学生个人英文简历 第2篇

l To help boss to handle office administration and communicate with other departments and the government function dept. etc.

l To arrange the boss’s routine and participate in organizing department meeting and annual conference.

19xx.8–Now Supervisor of Imports and Exports

l To be responsible for imports and exports of goods.

l To effectively control the cost of customs clearance.

l To communicate and establish good relation with customs and the government function dept. etc.

l To handle the registration and annual audit of customs and so on.

20xx-Now Statistician for External Reports

l To be responsible for writing and analysis of external reports and supplying exact information for management.

20xx-Now Internal Auditor Team Leader of TCCQS

l To implement internal audit and management review, to supervise and follow-up continual Improvement

.11-19xx.7 Manager Assistant of Purchase Dept.

l Be responsible for drawing out purchase plan to meet with requirements and purchasing bases and parts of fountain machine.

l To communicate and establish good relation with suppliers.

Education:

19xx.09-20xx.07 Zhongnan University of Finance and Economics & politics and law

Major in: Accountancy (Undergraduate/Bachelor )

19xx.09-19xx.07 Zhongnan University of Finance and Economics

Major in: Financial Accounting ( Junior College)

Training:

l Secretary and Administration Management Skills Training、Time Management Training、Effective Communication Training by Kerry Beverages Ltd.

l Professional Amenity Training by Public Relation Academy of Renmin University of China

l TCCQS Internal Auditor Training by Coca-Cola China Ltd

Certificate：

20xx.9 《Certificate of Apply to Customs》

20xx.5 《Certificate of Apply to Inspection and Quarantine》

20xx.2 《Certificate of TCCQS Internal Auditor》

Foreign Language：

English OK

Society Part-Time：

Liaison Man of Wuhan Economic Committee

Award：

“Model Member Cadre” by Wuhan Economic and Technical Development Zone and Wuhan Industry Group

Attend Wuhan League Member Delegation Convention in 20xx

“Model Statistician” by Wuhan Economic and Technical Development Zone and Light-Industry Bureau of Hubei Province

“Model Staff of Manufacture Industry” by Wuhan Economic Committee in 20xx

Self Assessment:

9 years work experience in foreign company, High teamwork spirit and responsibility, Good interpersonal communication and coordination skills, optimistic, self-initiative.

英语专业优秀学生个人英文简历 第3篇

With entering the information age, we are urgently required to possess a valuable wealth—learning autonomy.Learning autonomy means that it is not the end of our school education as we step out of the door of school education, but a new start of new educationlife-long autonomous learning.On the other hand, during shool education, it is impossible to obtain every knowledge from teachers in class.There is no exception to the autonomy of learning English.Therefore, autonomous learning of English for college students majoring in English matters a lot.

However, in the department of foreign languages in Ding xi Teachers College, the autonomy of freshmen in learning English is not optimistic.Through making a questionnaire, I find that most of them lack of autonomy in English learning.If their teachers don’t arrange assignments, they even seldom read their course books.In class, most of them are unwilling to speak English actively;outside of class, they seldom create opportunities to learn English, or even they come across some chances, they seldom make full use of them.

The problems mentioned above are caused by many factors.In my opinion, the

reason why a lot of college students choose English as their major is not because of their interest, but because of their employment in future.I surveyed 123 first-year English majors from Class1, 2, 3, 4, in our department.The answers of 77 students can be used to analyze the questionnaire.When No 4 question“I think learning English is fun and full of exploration, the more I learn, the more interested I will be.”was asked, Only 5 students chose“5 (completely true) ”, 19 students chose“4 (usually true) ”, accounting for 31%.While No 7 question“I think my grades of English examinations have to do with my employment.”was asked, 35 students chose“5 (complete true) ”, 24 students chose“4 (usually true) ”, accounting for 74%.Thus, they study English very passively.They study English, most of time, just for examinations.

Therefore, the level of English major freshmen’s autonomy in English learning in our school is low, and it is hypothesized that the level of autonomy relates to learning achievement.

Therefore, my research general objective is to make a survey of English major freshmen’s autonomy in English learning.

Specific objectives are to find how high is the level of the autonomy of English major freshmen in English learning;how the level of autonomy relates to learning achievement;what the differences in the level of autonomy between female students and male students are.It is hypothesized that the level of autonomy relates to learning achievement.I surveyed 123 first-year English majors from Class1, 2, 3, 4 in our school.The survey lasted 3 weeks.The survey was conducted through interview, classroom observation and questionnaire.The survey showed that the level of autonomy in English is low and significantly correlated to academic performance.In general, there is no significant difference between male and female students, but in motivation female students are higher.

As far as I know, there are quite a few books, papers and conference presentations dealing with autonomous learning.They are, namely, Establishing Self-Access From Theory to Practice by Dickinson.L, Learner Autonomy in Practice by Little.D., Learner Autonomy and the Need for Learner Training by Mcdevitt, Autonomy and Foreign Language Learning by Holec.H.However all the books are simply an introduction to the western theory and practice in autonomous learning, few applying to the typical Chinese educational context, let alone the Foreign Language Department of Ding xi Teachers College, I know all teachers learn that most students do not like to study, but few teachers pay much attention to the cultivation of English major freshmen’s autonomy and enhance them.So I made a survey of English major Freshmen’s autonomy in learning English

2 Autonomous Learning

2.1 Definition of autonomous learning

The definitions of autonomous learning are of variety, different researchers focusing on different aspects share different concept of it.Debates about the acquirement of“life-long-learning”skills and development of independent thinkers rose in the 1960s, when the concept of autonomous learning emerged.Holec, Henri is an advocator and pioneer of autonomous learning in language learning.His definition is, “The autonomous language learner takes responsibility for the totality of his learning situation.” (Holec, 1979) .

Brain Kenny (1993) defined autonomous learning in this way-autonomous learning creates opportunities for the learners to generate knowledge”.

Cotterall (2000:109) argues that autonomous learning is supposed to be viewed as an essential objective of all learning and should include such aspects of language learning process setting objectives, selecting learning strategies, and evaluating progress.

The above definitions define the autonomous learning from different aspects.I will give my definition from another angle.In my own opinion, learning autonomy is not only a capacity to learn efficiently, but also, and what is more important, an excellent habit we can carefully foster through a long time, with which we can learn efficiently and learn lifelong time with fun, with our good qualities, like positive attitude of life, determination, perseverance, persistence and so on.

2.2 Characteristics of autonomous learning

According to my definition of autonomous learning and research of Norman, Little, and other scholars, the characteristics of autonomous learning in English teaching and learning, in my opinion, are as following:

1) Time-consuming When it comes to fostering and shaping the helpful habit-learning autonomy, Rome is not built in one day.That is really the case.Like all habits, good or bad, they are not shaped in a moment.

2) Correlation with good personal qualities.If we want to shape the habit-learning autonomy, we first should pay attention to fostering our good personalities.However hard and bored at the beginning, we should have a strong will, be determined, persisted until it is a habit without which you feel empty in your heart.Its shaping is closely associated with good personal qualities.

3) Stability Once the habit of autonomous learning is shaped, it is relatively stable, it can go a long way, sometimes for some body lasts lifelong.

4) Relativity Different person shares different personalities, which affects the degrees of autonomy.like what Noman (997:193) states, the fully autonomous learner is an ideal rather than a reality.Therefore, there are different degrees of autonomy.

5) Effectiveness and fun When the habit is shaped, we will take learning as a habit, it can help us to study effectively.Language is acquired most effectively when we are directly involved in accomplishing something, and then we will have a personal interest in the outcome of what we are using the language to do, we will feel fun to learn English.

2.3 Theoretical background

Autonomous language learning approach was founded on the basis of Constructivism, Linguistic basis.

2.3.1 Constructivism

Piaget (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) stated individuals were actively involved right from birth in constructing personal meaning, which was their own personal understanding, from their experience.From his theory, we know the learner is the main role in learning and teaching.Learners take active responsibility for their own learning, engaged in formulating hypotheses to explore the rules of the target language.It is important for language teachers to help and encourage students in this process, rather than consider them as passive receivers.

George Kelly (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) , stated his idea in his personalconstruct theory.He began with the premise of‘man-as-scientist’, constantly sought to make sense of his world.People carry out their own personal experiments, construct hypotheses actively seek to confirm or disconfirm them.According to him, language is not learned by the mere memorization of discrete items of grammar, discourse, function or other aspects of language.Instead, learners are involved in an active process of making sense.As language teachers, we should take advantage of a variety of ways to get students involved in learning and construct their own understanding of the language.It is more important to teach them how to learn than to give them knowledge only.

2.3.2 Linguistic basis

Chomsky (Learning as dialogue:the dependence of learner autonomy on teacher autonomy system 23/2, 175-181) claimed that human beings are biologically endowed with an innate language faculty.The innate language faculty incorporates a set of universal grammatical principles (UG) .If students learn a few words, they have an ability to creatively use the language to express their ideas.He emphasized the importance of innate knowledge and the learner’s contribution to the process of language learning.

Krashen’s affective filter hypothesis deals with how affective factors related to SLA.In his view, the filter controls how much input the learner comes into contract with, and how much input is converted into intake.It is effective because the factors, which determine its strength, have to do with the learner’s motivation, selfconfidence, and with low anxiety have low filters, and so obtain and let in plenty of input.For language learners, it is important to be aware of the fact that whatever language input is provided in classrooms, teachers should give students effective input and create lively atmosphere.They should give students more practice and make them the host of the class.

3 A Survey on Learner Autonomy

3.1 Research purpose and research questions

The above gives a definition of autonomous learning of my understanding and its characteristics.But it hasn’t made clear how learners act in real study.I want to know the level of the autonomous learning in real life in order to find causes of influencing autonomy of freshmen majoring in English.The survey tries to answer the following questions:

1.In terms of English major freshmen, how high is the level of autonomy in English learning?

2.How is the level of autonomy related to learning achievement?

3.What are the differences in the level of autonomy between female and male students?

3.2 Methods

3.2.1 Classroom observation

In Chinese language classes, students attach much importance to classroom learning activities, so their performances in the classroom reflect some of their learning habits and learning strategies.I observed 4 English classes (Class1, 2, 3, 4) .My observations aimed to identify how they learn.I wanted to get some useful information about how the students act in the classroom.

3.2.2 Interview

In order to get useful information about how students learn English in the class and outside, I conducted several interviews.Two groups of the interviewees were selected according to their achievements.One group came from the students who get high scores on the English section of their University Entrance Examination and could communicate fluently in class.The others scored lower and were unwilling to speak English in the classroom.I paid attention to the following points in the process of the interviewing.

a.During the interview, I speak to them in English as clearly as possible.I tried to make the students feel relaxed.In this way, they could express their real ideas.

b.The questions asked in the interviews were related to their learning in the classroom and outside.

3.2.3 Questionnaire

The questionnaire used in the survey which was designed by referring to HKBU Papers in (Applied Language Studies, 4, 64-79) was designed and expected to measure the level of autonomy.It was conducted on the basis of the definition of autonomous learning.The questionnaire contains two sections.Section 1 was on background information, including name, sex, and the scores on the English section of their University Entrance Examination.Section 2 consists of 58 items belonging to the following 6 categories:learning motivation, learning content, goal-setting and plan, learning strategy, assessment, and learning help.Each item was on a five-point scale ranging from 1“this statement is never or almost never true of me”to 5“this statement is always true of me”.The questionnaire was written in Chinese so that the students have no difficulty in understanding them.

Item 1-10 is used for testing motivation, item 11-20 for resource, item21-26 for goal-setting, item 27-43 for strategy, item44-51 for assessment and item 52-58 for learning environment. (see table1)

Before these items were designed, the validity was considered carefully.Mativation includes extrinsic motivation and intrinsic motivation.Although we consider teachers’efforts to motivate students, we do believe that ultimately students should become selfmotivated.The survey claims that intrinsically motivated people do things for their own sake instead of external reward.Intrinsic motivation is strongly related to self-regulation, one element of autonomous learning.Motivation was investigated through rating scales of various kinds of their attitude toward the language, the culture, and the learning process.The questions were mainly concerned with intrinsic motivation, such as“I am interested in English”, “I like to communicate with others in English”, “I think learning English is challenging and interesting”.

The items for learning content involve resources in class and outside.Here I suppose what students learn is determined by learners rather than their teachers.

The items for goal-setting and study plan are concerned with planning, time management.Goal-setting means that students set their learning objectives on their own.

The items for strategy mainly consist of listening, speaking, reading, writing, memory and other learning strategies.

The items for assessment include self-regulation, self-summary, self-assessment and self-reinforcement.

The items for help include physical environment and school culture.It showed how students get help from teachers, peers and other resources.

3.3 Results of the research and findings

3.3.1 Data analysis

3.3.1.1 Correlation between different variables

The questionnaire was divided into six parts in order to test its reliability.Correlation analysis was used to test the relationships between different variables.Through calculation by the software SPSS 13, the reliabilities between the six dimensions range from0.770 to 0.961, which proved that the questionnaire was reliable and these six aspects were highly consistent.We can use it to identify the level of autonomous learning in Foreign Language Department of Ding xi Teachers College.As shown in Table 2, a close relation existed between the 6 variables of autonomous learning.Help had the strongest correlation with Assess.

3.3.1.2 Levels of autonomy

Means and standard deviations of the learner autonomy in English learning on each aspect are described in Table 3.Most of the means are nearly half of the total.That means students didn’t have high level of autonomous learning.Of all the components, college students showed the lowest degree in assessing.The standard deviation is one of the most important statistical measures.It shows the typical amount by which values in the data differ from the mean.From the table we can see standard deviation of strategy is the highest and then comes motivation.All the standard deviation were big, which may be due to fact that students graduate from different middle schools.

3.3.1.3 The relation between autonomy level and English achievement

In order to answer the second question, college students were divided into two parts in terms of the scores in College Entrance Examination, high-achievers are above the average score while the others are low-achievers.

The description of the levels of autonomy in high-achieving learners and low-achieving learners. (N1=51, N2=51)

The data indicates that high-achievers are significantly superior to the low-achieving ones in the overall level of autonomy.The autonomy in all the components is significantly related to learner achievement.

3.3.1.4 The differences in the level of autonomy between female students and male students

M1=mean of autonomy in high-achieving learnersM2=mean of autonomy in low-achieving learnersS1=standard variation in high-achieving learnersS2=standard variation in low-achieving learners

In order to answer the third question, college students were divided into two parts, male students and female students. (N1=78, N2=24)

M1=mean of autonomy in male learnersM2=mean of autonomy in female learnersS1=standard variation in male learnersS2=standard variation in female learnersThe data shows that there are no significan

The data shows that there are no significant differences between male and female students (p>0.1) .But the autonomy of females in almost all the components except content was superior to males.

3.3.2 Classroom observation

Good learners were actively involved in classroom activities.They took notes when necessary and listened to the teacher inventively.They willingly and actively answer questions and think for themselves.In spoken English activities, they actively expressed their ideas and tried to use newly-learned words, phrases and sentences patterns.They seemed to have a strong desire to communicate, or learn from communication.They made up their own sentences instead of referring to the ones on the textbook.They were not afraid to make mistakes.If they had questions which could not be solved by themselves, they didn’t hesitate to ask for help.They took the initiative to speak in class.On the contrary, low-achieving students were tired of English.They tended to prefer written work, such as grammar and other written exercises.In class, they seldom took notes.Some of them don’t know what to take because their middle school teachers often told them what they needed to write down, but in college, it all depended on themselves.They were unwilling to answer questions unless asked to do so.If they had to do some presentations, they often read the original words in the books.Though they sometimes talked with their partners, they sometimes speak Chinese instead of English.

In reading, good learners did better than less successful students.They could take advantage of reading strategies well, such as scanning, skimming and guessing unfamiliar words from the context and find topic sentences easily.However low-achieving students couldn’t finish material in the limited time.Some of them even moved their fingers or pens while reading.They focused on words rather than meanings.

In writing, high-achieving students often wrote outlines first.They followed the teachers’requirements and directions of the training materials.After writing, they often checked their own assignments and sometimes ask their peers to do so.But low-achieving students often ignore the writing requirements.In addition, they made many grammatical mistakes in the sentences and submitted to the teacher without checking.

Neither high-achieving students nor low-achievers cooperated with their classmates in class.Females did much better in speaking than males.Quite a few males were reluctant to speak English in class.In the other fields, there were no differences.

3.3.3 Interview

students were also asked to reflect their learning, which includes the following questions:

1.Do you have a study plan?

2.Are you active in class?

3.What activities do you undertake to learn English after class?

4.Why do you want to carry out such activities?

5.Are you attentive or absent-minded?

6.How do you carry out this activity?Do you use any methods?

A high-achieving student:I have study plans.In class, I am active because it is good for me to practice my English and keep myself alert.I like reading English newspapers and magazines. (China Daily, 21stCentury, and English Salon) .They are too expensive.So I often read English books in our library.When I met new words, I guess their meanings.After reading, I look them up in the dictionary and write in my notebook.I like reading in the classroom.No one interrupt me there.I also like to speak English with my friends outside.I appreciate self-evaluation very much.

A low-achieving student:I don’t have a study plan.In class, I don’t like to answer the teachers’questions though sometimes I know the answers.I want to read some English materials outside class.But there are too many new words.I had to give up.Speak English?No chance.

3.4 Discussion

On the basis of the data analysis, we can conclude the level of autonomy has a significant relation to learner English achievement.The over mean of autonomy in high-achieving learners are higher than that means of autonomy in low-achieving learners.What made them different?

Motivation

It is admitted that motivation is highly correlated to achievement, and this correlation is taken as evidence that highly motivated students do well in school and outside of school.The relationship may be in the opposite direction from that which is commonly assumed.That is, it may be superior achievement that enhances motivation as well as high motivation leading to superior performance.57%of low-achieving learners choose“they are never or seldom interested in English”and“only 10%of them like to communicate with others in English.”while 62%high-achievers say they are interested in English and 71%of them like to communicate with others in English.

There are two types of motivation, extrinsic and intrinsic.When the only reason for performing an act is to gain something outside the activity itself, such as passing an exam, or getting financial rewards, the motivation is likely to be extrinsic.When the experience of doing something generate interest and enjoyment, and the reason for performing the activity lie within the activity itself, then the motivation is likely to be intrinsic.Although both extrinsic and intrinsic motivations play an important role in learning, here intrinsic motivation is mainly dealt with and autonomous learners are self-motivated.Maslow (1970) claimed that intrinsic motivation is clearly superior to extrinsic.One of the most effective ways to help both child and adults to think and learn is to free them from the control of rewards and punishments.It was found that students who were interested in continuing their study beyond the college entrance requirement were positively and intrinsically motivated to succeed.In contrast, those who were only in the class to fulfill entrance requirement exhibited low motivation and weaker performance.

Learner level is likely to be one factor governing how important this type of attitude might be.It is possible that at the advanced level attitude towards the reference group will be more important than lower down.At the advanced stage getting inside the culture is more important.If the learners are interested in the target language community’s culture, custom, media and so on, it is more probable that they possess intrinsic motivation.It is also accepted that intrinsic motivation with long-term benefit and extrinsic motivation with short-term benefits.

The study of motivation also raises the interesting‘chick and egg’issue of cause and effect.Motivation may also lead to success;but success can also lead to motivation.

From the data, we can also see female students have a little higher motivation level in English.First it may be because girls have stronger competence in language learning.Second, maybe females are under pressure in education and employment.

4 Conclusion

In the thesis, I made a survey on learners’autonomy in English learning in Foreign Language Department of Ding xi Teachers College.The survey was based on the autonomous learning.I mainly focus on the understanding what autonomous learning means, including its definition, its characteristics and theoretical background.Then I use interview, classroom observation, questionnaire survey to explore the level of autonomy, the relation between the level of autonomy and English achievement, and the difference between male students and female students.At last, I point out one main cause which influences the level of autonomous in learning English.The survey showed that the level of autonomy in Foreign Language Department of Ding xi Teachers College is low and significantly correlated to academic performance.In general, there is no significant difference between male students and female students, but in motivation, female students are higher.By writing the thesis, I hope I can provide some useful information so that the teachers in our school know their students well about their autonomy in English learning, and help their students learn English actively and autonomously.

Though I have tried my best to ensure reliability and validity of the survey, due to my limited knowledge and current conditions unsolved, the present paper still needs improving.In the terms of methods, questionnaires may cover more aspects.Moreover, the subjects were chosen only 4 classes of freshmen in our school, which might affect its representative.Nevertheless, this paper describes what is actually going on in our EL classroom.It is expected that the result of the survey will benefit both teachers and students.

参考文献

[1]Andrew D Cohen.Strategies in Learning and using a Second Language[M].Addision Wesley Longman Limited, 1998.

[2]Cotterall S.Developing a course strategy for learner autonomy[J].ELT Journal, 1995, 49 (3) :219-227.

[3]Cotterall S.Promoting Learner Autonomy Through The Curricu lum:Principles for designing language courses[J].ELT Journal, 2000, 54 (2) :109-117.

[4]Dickinson L.Self-instruction in language learning[M].Cam bridge:Cambridge University Press, 1987.

[5]Ho J, Crookall D.Breaking with Chinese cultural traditions:Learner autonomy in English language teaching[J].System, 1995, 23 (2) :235-243.

英语专业优秀学生个人英文简历 第4篇

【关键词】英语写作 中式英语 写作方法

看一个人语言的掌握能力，只需要看一看他的写作能力。一篇作文可以全面地反映出这个人对某一门语言的真实掌握以及运用能力。在学习英语的过程中，写作也是衡量一个人英语语言表达能力的一个非常直接又有效的标准。而这也恰恰是学多非英语专业同学的软肋所在，对于这些英语基础薄弱的学生来说，使用英语表情达意变得异常困难而又错误百出。在教授多年大学英语后，本人大概总结出一些同学们在写作时经常犯的错误，并将提出一系列提高写作的方法。

一、常见错误

1.拼写错误。在批改非英语专业同学的作文时，发现有一些拼写错误高频率的词语，如下：

（1）Nowdays/ nowaday； 这是错误频率非常高的一个词，同学们在拼写时总是漏掉一个a 或者一个s。

（2）Modern.拼写成morden。因为它发音简单，同学们也是没有认真学习这个单词就大致记住它的拼写。一系列易混淆单词的拼写错误。比如：weather/whether； affect/ effect； principle/ principal. 这些单词发音相似或接近，稍微不留意，就会用错。

2.名词，形容词，动词不分。最容易出现的几个错误有：（1）I am happiness； I have a happiness family. （2）Success/ succeed/ successful. 这几个单词的使用非常混乱。

3.主语，时态不一致。同学们在写作文的时候，很容易忽略掉前后主语的一致性，开头第一段还是我，中间又变成我们，后来又变成你，他们。同样，全文的时态也非常混乱，没有一个基本时态。

4.中式英语的使用。这是英语写作里最大的一个问题，也是一个主要问题。其原因是同学们没有摆脱掉汉语的思维方式，对于他们来说，写英语作文不是写作文，而是翻译。即先用汉语进行思考，然后再把脑海中的汉语直接生硬地翻译成英语，简单粗暴，不成一文。关于语言的学习，其实就是一个洗脑的过程，就是要用这门语言去思维。卡尔·马克思一生掌握了多门外语，他对向自己请教学习外语方法的人说，学习一门外语最好的办法就是忘记自己的母语。我们学习英语最大的障碍就来自于我们自己的母语，完全忘记了语言和语言是不同的。比如说到“好”，我们就想到good， 说到“坏”，就想到bad.完全不管语言习惯的不同。当说“我的表坏了”这个句子时，同学们几乎都是脱口而出：my watch is bad. 没有认真思考这个坏的意思是什么，不是只品格德行的恶劣，而是说表不走了，不工作了。就是：my watch dose not work.类似的还有mountain people， mountain sea. Give you some colour to see see. Good good study， day day up。改变这种中式思维的方法既是进行大量的英文阅读，积累大量的地道表达习惯，在表达意思的时候，要先认真思考应方法是否合乎英语表达习惯，然后再提笔书写。

二、建议写作方法

1.要有丰富的词汇量。词汇是一切的基础，只有在平时的学习中去掌握更多的词汇，才可以在写作的时候可以做到有内容可以写。究竟怎们样才算背单词呢？我们学习一个单词的最终目的是要使用它，而不是只知道它的拼写和意思。所以，一般应该有几个步骤：（1）学习单词的正确发音。能够正确读出一个单词，可以帮助将其正确拼出。大部分单词都是规则拼写，但是也不排除一些单词发音比较特殊。比如： na?ve这个单词。（2）学习单词的正确拼写。（3）学习该单词的词性。这是许多同学容易忽视的地方，英语单词在不同句式中的使用方法是不一样的。（4）学习单词的常见和主要意思。除了table之类这种特定单词，大多数单词的意思不止一个，所以除了要掌握它的基本意思以外，还要学习掌握它其他的一些意思。许多同学来上大学，还在吃着中学的老本，使用一些初级词汇，这对于大学英语学习来说，是完全行不通的。同学们应该慢慢用一些中高级词汇代替中学的初级词汇，比如，我去上学，大家马上会说I go to school.这种说法连小学生都会！同学们可以换一种说法：I attend school. （5）学习单词的使用方法。许多单词书都有例句的。而多阅读英语文章的也是提高单词量一个非常好的办法，只有在文章中真正遇到这个单词，才可以促使大家进行思考，从而加深记忆。

2.阅读英语文章。像学习汉语进行大量的阅读和背诵一样， 英语也是如此。语言就是一个模仿的过程，我们去读英语文章，借此模仿英语的表达习惯，造词方式。背诵优秀的范文，然后用到自己的文章里。

三、总结

英语写作的提高是一个缓慢的过程，需要同学们以丰富的单词量为基础，改变汉语的思维模式，学习用英语来进行思考，这样才可以写出地道的好文章。

参考文献：

[1]王荣英.大学英语输出教学论[M].上海：山海交通大学出版社，2008.

[2]剧锦霞，倪娜，于晓红.大学英语教学法新论[M].北京：中国书籍，2014.

英语专业优秀学生个人英文简历 第5篇

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负责办公室日常工作，督促和检查各项公司制度的贯彻执行，办理公司的人事部门的归档、入职/离职、考勤的`制定、工资的计算并核对、协助人事主管的招聘录用工作、办公室设备的添置，组织公司活动，整理内部信息，记录公司大记事，按照上级指示给各部门发文。

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教育背景

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英文简历英语专业学生 第6篇

Name: Xin WangGender: Female

Date ofBirth: Sep.21,1991Health: Excellent Marital Status: Single

Mobile Phone: 12345678901

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Sep.2010 to present: Sichuan University

Majoring in English

Sep.2007 to June.2010: Chengdu High School

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Oct.2011 to Nov.2011: Chengdu Tianmeng Investment ManagementCo.Ltd.Sales

June.2010 to Aug.2010: Ruicheng Hotel Chengdu

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Mar.2011Got the certificate of SCET-3

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