商务英语专业英文求职信作文

商务英语专业英文求职信作文（精选8篇）

篇1：商务英语专业英文求职信作文

Dear Sir or Madam:

I am very interested in working for your company. After speaking with you on 14th, January, I am very keen to apply for the position in your company. I appreciate your time and consideration in interviewing me.

I am especially keen to work in the role because it matches exactly what I am looking for. I am excited about the prospect of working for your company. There are a lot of reasons why I hope to join the company. The first one is your exciting innovation in the software world, your care for employees and your outstanding services toward your customers. I want to be one member of such a dynamic company. I feel it will be great to work in this environment and I really long to be a part of your team. I have noticed that your company is a company with strict working rules and performance-oriented, but being humanistic.

From the above information and the data on your company’s website, I can conclude that your company is an innovative, customer-oriented, and a company in pursuit of excellence. I appreciate it very much and like to work here.

As you will see from my attached resume, my educational qualifications and experience demonstrate a solid grounding which certainly prepare me for making contribution to your company. Having completed a Bachelor of Business English degree, I have a good grasp of English and I am able to show a number of key skills that you are looking for. We have internship period each semester. From the practice, especially the language practice this summer, I have learnt a lot. My capability for self-control, adaptability, translating and professional skills has been greatly improved.

My study result was excellent. Though there are many criteria to judge a good student, I think that the result is important while in the university. The other aspects, including ethics, team spirits and experience are essential as well. I did well in these aspects. For instance, I ever organized some activities while in the Student Association, and which exercised my team spirit and organizational skills.

As for me, I describe myself as a friendly, easy-going, sincere and optimistic person who enjoys working with a team. The biggest advantage that I have is I am responsible. I am a conscientious person who likes to do the best I can with my given

potential to fulfill my promises. A major weakness is that I am inexperienced now that I am a new comer to the society. I have a lack inexperience, but I can make it up by my diligence. Besides, I am good at learning. I have been trying to find any possible chance to expose myself to various kinds of experience. And I think that is what I am going to do all my life. I believe I will get great improvement as long as I am open-minded to study and endeavor to dig my advantages. I am confident that I will adapt to the new environment in the shortest time and I could do an excellent job in the position. I am sure you will not be disappointed if you give me a chance.I am very interested in working for your company and I am looking forward to hearing from you once the final decisions are made. Please feel free to contact me at any time. I can be contacted by phone or e-mail as quoted above. As requested, I have attached my resume.

Thank you again for your time and consideration.

Yours faithfully,

篇2：商务英语专业英文求职信作文

Dear Sir:

First of all to your hard work with deep respect, at the same time also sincerely thank you can in time out of his busy schedule to review my cover material.My name is XX, is * * university electronic business professional a graduating student, I love this professional and highly for its input energy and enthusiasm.In the university four years in short, I learned this professional and relevant professional theory knowledge, and by the outstanding result finished related courses, for the later work to lay a solid foundation of professional.At the same time, I pay attention to improve their English level, and the smooth through the country band 4 examination.In the rapid development of technology today, I followed the pace of development of science and technology, and constantly learning new knowledge, master the computers basic theory and application technology, and smoothly passed national computer level 2(VFp language)test.Big 2:00, I served as the class of life work, committed to the students of the expense of management and organization students activities, and at the same time cooperate with other class committee keep relevant student management work, and obtained the teachers and students of the consistent high praise, a year of student cadre work developed my responsible attitude, and at the same time, improve my organization coordination ability and team spirit to help.In the organization of the students activities at the same time, I have organized two association, join the school and social activities, such as for disaster area donation, public welfare religion, to donate blood etc.Through the organization of activities, and participate in various activities, I formed the good style of work and attitude.In August 2008, I was appointed the exam guideline signs up for "yunnan university general agent, mainly responsible for the newspaper in yunnan university and the promotion, and to subscribe to the distribution, in the recruitment of campus to subscribe to the member and the organization carries out the various related literature in the process of the cultivation of my organization and management ability.In September 2009, I in yunnan joint one hundred network marketing Co., LTD.practice, mainly responsible for marketing, customer management and organization planning supermarket sales promotion activity, more than a month practice life let I really realized the importance of teamwork, also let their real in the team gets taking exercise.Four years, in the leadership of the college, teacher to support and care about students help and their own efforts, Im learning and practice have achieved great success, not only perfected the knowledge structure still exercise my will, improve the ability of my work, I believe that the four years of knowledge and all kinds of practice base, I can certainly well qualified for your company to provide marketing hillock, if I can become a member of your company, I will do this with all my enthusiasm and ability into my work.please believe: you to achieve the is what I want to achieve.The pen, the no matter whether you choose me, please accept my sincere appreciation!

Wish: your company prosperity!

篇3：商务英语专业英文求职信作文

大学英语教学大纲提出了对写作的要求, “能运用学到的语言知识按规定的题目和提示在半小时时间内写出100～120词的短文, 内容连贯, 无重大语法错误。”英语作文能够全面地考察学生的词汇、语法、遣词造句、组织段落篇章等应用英语的综合能力, 因而是考察学生能否真正的采用英语与外国人交流的标准之一, 然而, 对一部分学生来讲, 出现了写作能力迟迟得不到提高的现象。许多学生一下笔便漏洞百出, 有的寥寥数笔便草草结尾, 个别学生甚至完全不会写作文。笔者在多年的教学中找出学生写作中出现的错误, 并进行研究和总结。

二、英语写作中的常见错误

2011年10月, 笔者对30名学生进行了一次作文测试, 要求学生在30分钟内独立完成一篇题目为My life in College的作文。结果共发现各类错误43处, 涉及到非语言表达错误、拼写错误、语法错误、母语迁移错误、连贯性错误等。现对出现的错误进行归纳总结。

1. 非语言表达错误。

非语言表达错误是指各种标点符号及字母大小写错误。标点符号常见的错误是学生乱用逗号, 对一些较长的句子随意使用逗号而不去构成结构严谨的长句子, 也有学生错误的采用冒号, 感叹号等。字母大小写主要体现英文标题上, 题目第一个字母不大写, 月份, 人名, 地名不大写。

2. 单词错误。

单词错误是指单词的拼写错误和相近词 (包括词义、词形相近) 的选取错误。常见的拼写错误为aboundant错误写成abundant, casual错误写成casaul等。相近词的选取错误主要体现在两方面。一方面是对单词含义的理解错误, 把work写成job, 把study写成research。另一方面是学生对词性的理解, 形容词和副词的混淆, 名词和形容词的混淆, 把good写成well, 把lucky写成luck等。

3. 语法错误。

学生作文中的语法错误形形色色, 一些最基本的语法错误出现频率最高, 以下是学生作文中出现的一些典型的语法错误。

(1) 动词形式误用。如:Say what you want to say. (saying)

(2) 第三人称单数的误用。如:If Jackhave time, he will join our team. (has)

(3) 平行结构不对应。如:Speaking loudly in public and laugh in an emergency situation are effective. (laughing)

(4) 人称和代词的混乱使用。如:If one works reasonably hard, you can 1earn to speak a foreign language in a few month. (one和you混合使用)

4. 母语迁移错误。

母语迁移错误是指学生在英文写作中受到汉语语法结构和表达方式的非学术型影响, 不同的学生有不同的表现形式, 是英语作文中最难纠正的错误之一。以下是几种常见的形式。

(1) I have a friend, he is an office person. (×)

I have a friend, he is an officer. (√)

对部分写作者而言, 他们掌握的词条内容只有单词形式上的信息, 使用外语词汇时须通过其母语对等词的词目才能与共享概念系统发生联系, 这便导致了学习者对母语对等词的依赖。

(2) They are hard to find a job in English countries. (×)

It is hard for them to find a job in English countries. (√)

按照中国人的思维方式, 先陈述要说明的事物, 然后对其加以评论。在汉语中, 主题和述题是构成句子的基本结构。英语中, 主语突出;主语和谓语是句子的主要成分。

(3) He said yesterday he will go to Nanjing. (×)

He said yesterday he would go to Nanjing. (√)

英语时间意义的表达是在动词的形式上表现出来, 而汉语是非形态语言, 没有时态、人称、语态的差别, 则要依靠表示时间的副词 (如“曾经”、“正在”、“已经”、“将要”等) 作状语或利用虚词“了”、“着”、“过”等作补语手段来体现, 动词形式没有任何变化。

这种句法表达上的差异是初学英语的中国学生在用英语表达时间意义时, 很容易受汉语句法习惯的影响而产生不正确的句子。

5. 连贯型错误。

Because he studied well, so he had a good job. (×)

Because he studied well, he had a good job. (√)

连贯型错误主要体现的连接句子的单词用法上, because, so, hence, since, as, for等表示原因或理由的连接词都是经常被学生错误使用的。

三、产生错误的原因分析

造成英文作文错误的原因有很多, 主要有以下三个方面的问题:英语基础知识薄弱、写作技巧的缺失和母语迁移的影响。

1. 英语基础知识薄弱。

英语基础知识薄弱主要表现在语法错误和单词和短语的缺乏及滥用。每个错误都不是独立的, 许多错误具有普遍性。一般情况下, 语法错误是由于省略, 过度概括和指代不明而引起的。省略错误是指在写作时, 经常忘记给名词和动词由于时态的变化而作适当的变化, 遗漏冠词、系动词、介词等等。过度概括是指对目标语的某些规则错误地推广使用。虽然学生已形成较完整的语言系统, 但因为对规则理解不够全面, 常常对所学语言规则做出过度概括, 忽略其特殊形式。词汇错误主要包括单词拼写错误和措辞错误。人们常把词汇比作是写作的基本建筑材料之一。没有比较丰富的词汇量, 写作时就必然会出现词不达意、不合表达习惯或表达不得体等情况。由于学生在写作中没有养成良好的措辞推敲习惯, 往往拿来就用。所以作文中用词不当的错误比比皆是。

2. 写作技巧的缺失。

写作技巧的缺失主要是由于写作者缺少足够的日常训练, 在文章的写作过程中体现的理屈词穷, 句子太长或太短, 句子间连接生硬, 部分单词用法有待商榷等现象。追其原因主要有以下几方面:部分学生的汉语作文水平有限, 对作文的整体缺乏一个前期结构规划, 边想边写, 缺乏宏观意识, 造成流水账式论文;部分学生在写作构成中长句和短句不协调, 前面都是长句后面都是短句, 或短句太多等现象;还有学生忽略了连接词的用法, 缺少对部分词汇的必要润色, 写出来的文章僵硬缺少美感;还有部分学生的词汇或短语在一篇文章中频率太高。

3. 母语迁移的影响。

写作从本质上讲是思维和认知活动的体现, 不同文化背景的人在思维方式及考虑问题的角度上差异则更大。母语思维对英语作文的负面影响, 很大一部分学生在英文写作时, 无法脱离中国人的思维表达方式, 采用了中国式英语进行表达, 这反映到学生的作文中可以发现, 大量的迁移错误存在, 汉语气息太浓。产生的原因主要是中国学生长期处在汉语的语言环境中, 习惯采用了中国式的思维方式, 一些表达也被写成了汉语式英语。还有个别人面对作文时首先写出汉语作文, 然后翻译成英文, 这样的文章中明显带有汉语气息, 时间久了习惯很难改正。

四、结论和启示

笔者通过对非英语专业大学生英语作文常见的错误和原因进行研究, 通过了解形式各样的错误和产生错误的原因, 可以让教师在今后的教学中有针对性地纠正错误。针对不同的错误教师在教学中应采取行之有效的措施加以纠正。第一, 对于来自母语干扰类的错误, 教师在平时教学中应尽量用英语进行授课, 让学生大量接触英语, 课后多读纯英文的报纸, 熟悉英文的交流方式和交流环境。教师在平时授课时要注意方法, 知识要循序渐进, 要讲究因材施教, 容易混淆的知识讲解要清楚或者尽量避免放在一起讲解, 讲解后要及时注意学生的反馈, 看他们是否已经真正掌握。第二, 对于涉及到基础方面的知识, 一定要有针对性的进行训练, 对常用词汇进行强化, 对常用短语进行深入剖析, 掌握常见用法。第三, 应推荐学生读一些比较好的原著、杂志、报纸, 这样学生既可以学到比较地道的表达方式, 又可以扩大学生的词汇量和知识面, 同时还锻炼了他们的写作能力。

参考文献

[1].李圣平.大学生英语作文错误分析及其归因[J].南京晓庄学院学报, 2005 (11)

[2].张立坤, 鲍德媛.母语迁移对英语学习的影响及教学对策[J].河北农业大学学报 (农林教育版) , 2006 (6)

篇4：商务英语专业英文求职信作文

关键词：商务方向；教学方法；英文外贸函电

一、 商务英语方向的特点

随着经济全球化并且我国加入世界贸易组织，国际商务活动发展日益蓬勃，国际贸易往来也变得日益频繁，因此为了迎合社会对商务人才的需求，绝大多数高校的英语专业划分了商务英语方向，教学目标从培养学生掌握纯英语语言技能升级为使学生成为“英语+外贸知识”的复合型人才。而英文外贸函电是商务方向学生的一门理论结合实践的必修课程。

然而，这一课程的学习需要以多门先修课程为基础，如国际贸易实务，商务英语谈判，甚至是外贸跟单等，所以在讲授上，一般放在最后一个学年甚至是最后一个学期，而这样的安排会产生一系列问题，最突出的就是课时缩水。由于商务方向一般从大三才开始划分，这便不同于商务英语和国际贸易专业的学生可以从大一便能够详细学习外贸的各个分支及流程，并且商务方向的学生在最后一个学期会面临实习及就业等问题，所以不同于国际贸易实务等相对基础的课程，函电课程的课时一般不会超过32节，这就给讲练结合的教学形式增加了难度。再者，在有限的时间内，如何让选择商务方向的学生像商务英语专业的学生一样系统并详尽地学到外贸函电的相关知识，并在特定的贸易环境中掌握独立撰写函电的能力，已经成为教学中需要深切探讨的课题。

二、 传统的教学方法的弊端

对于英文外贸函电这一课程来说，传统的教学方法不外乎以下几点：首先，教师利用三分之一的课时讲与单元内容相关的贸易背景知识和基本概念，然而由于这些知识学生在先修课程中已经学过，所以这个步骤实则是教师引导学生回顾的过程；其次，教师一般会告知学生这类函电的写作步骤及常用的句型，并讲解写作中的注意事项；再次，教师会以几篇范文为例，给学生具体地讲解其中的句法及常用语，并根据范文内容引导学生牢记写作步骤；最后，教师提出写作要求让学生练习独立撰写。

然而上述传统的教学方法，针对商务方向的学生有几个明显的弊端。第一，与商务英语专业的学生不同，商务英语方向的学生一般从大三才开始接触商务英语的相关概念，知识的理解上缺少一个潜移默化的过程，致使学生无法深刻领悟其中含义，因此函电教师再次提及这些概念的时候，很多学生只记得学过但不记得具体含义，所以，这一回顾背景知识的过程多为教师唱独角戏，互动性不强，再者学生对枯燥的理论讲授过程会存有倦怠感，并且这一步骤教师是全英授课，对学生本身的英语语言技能就是一个考验，若学生不能全心投入到教师的思路中来，便会与整个教学环节脱轨。第二，通过范文讲授函电常用语句，学生无法系统的记忆，只能针对范文中提到的内容做零星的记忆，学生想要进行知识的整合和梳理往往难寻头绪。第三，做练习这一步骤是问题最突出的，笔者在上文提到商务方向函电这一课程的课时不会很充裕，因此给学生设定贸易环境让学生撰写函电这一传统的写作练习环节可能产生两个后果：其一，学生草草写完，教师没有时间仔细阅读并整理出其中普遍存在的问题并在课上帮学生纠正，反而只能随意以几名学生的电函为例来评价并讲解问题所在，这样的教学活动受众面较小，大多数学生会抱着不会选到自己的侥幸心理不认真对待这一写作过程。而若教师给学生充足的时间写，课后统一收上来批改，就会产生第二个后果，即课堂时间的利用效率降低。课堂九十分钟，所有学生都想从老师那里学到课本上没有的知识，若教师空出近乎三分之一的课堂时间给学生自己运用，课堂活动的安排会变得虎头蛇尾，学生也会觉得知识的汲取供不应求。

因此根据笔者近几年的教学经验，针对英语专业商务方向外贸函电课程的特点，探索出以下教学方法。

三、推荐使用的教学方法

1.以完整的贸易流程为框架，让学生系统的的了解贸易往来中各环节函电的撰写方法。

针对英语专业商务英语方向函电课程课时量不够充足这一点，教师应对所规定教材的教学内容做适当取舍，在制作教学大纲时就应确定，着重讲授的部分应该和贸易流程中重点环节相关联。比如说，一次完整的贸易往来可以分为五大步骤：贸易的准备，贸易的磋商，合同的签署，贸易的执行以及贸易的善后。其中每步下面可由一些分支构成，如贸易的准备包括建立贸易关系及资信调查；贸易的磋商较为复杂，包括询盘，报盘，还盘，订单及订单的确认等；合同的签署包括合同的写法，常用语，及销售确认书等；贸易的执行一般包括支付方式，包装，运输，保险；贸易的善后问题中最重要的是申诉，索赔和理赔。此外如果时间允许，还可以填充促销，代理，投标等内容。有了这一框架，再和教材中的内容灵活地一一对应起来，教学便可以系统化。但是，这还不是关键所在，重点是这些环节需要由一个具体的贸易实例填充并串联起来，此处可结合“商务模拟公司”教学法，比如模拟进口公司A，出口公司B，A需从B处进口一批纺织品，整个课程围绕着这两个公司的贸易往来展开，从二者如何建立贸易关系，到对纺织品的询盘报盘下订单，再到签订合同及后期的装运等问题，为学生讲授其中每一步的函电是如何撰写的，让学生对整个课程有一个整体的把握，不会顾此失彼。教材上的范文可以作为扩展阅读，并选出典型的让学生分析并评价用词是否得当，意思是否表达完整，培养学生的批判思维，因为批判思维对学生独立分析问题的能力起积极推进的作用。

2.教学中教师应擅于归纳函电用语并引导学生牢记写作步骤。

为了避免学生对函电常用语记忆零散这一问题，教师应阶段性的帮学生总结意思相似的语句，如达成交易可以用complete a transaction， conclude a business 或close business等词语表达；又如在函电或合同中出现hereby一词，教师应帮学生总结here， there， where 加介词的规律。另外，教师引导学生牢记写作步骤是传统函电教学法的延续，学生对每一类函电的写作步骤烂熟于心是他们在以后的工作岗位上业务操作熟练程度的有力证明。例如当学生得知要写一篇还盘函，头脑中需清楚地呈现出如下几步：对卖主报盘表示感谢；对不能接受对方报盘表示遗憾并告知原因；做还盘，提出建议；期望建议被采纳并渴望得到早日回复。学生在撰写函电时严格遵循写作步骤的策略性和完整性，对两个公司建立和维系长期的友好互利的贸易关系起到促进作用。

3.构建翻译与实训相结合的练习模式

针对上文提及的写作练习环节教学设计所面临的困境，最好的方法是构建翻译与实训相结合的练习模式。函电课程的定位应侧重于写作实践，而对于商务英语方向的学生来说，在有限的时间内提高写作练习的效率，通过练习巩固写作步骤及句型，并使信函的传情达意严谨得体，最基本的练习形式是翻译。教师可给出与课程相关的句子让学生运用课上所学进行口头的英汉互译，翻译是没有唯一标准答案的，学生在想方设法运用函电用语来翻译句子时，不仅巩固了所学的词语句型，无形中也锻炼了他们独立思考的能力。

教师随后给学生指定具体案例并把学生分为写信人及收信人两方，以不同的角度来进行函电的实训。比如一方撰写订单函，另一方写回绝订单函，两组学生可以自由选取翻译练习中的句子用在自己的信函中，也可组织其他的语句使函电步骤完整，内容充实，每个组的组员分工明确，通过讨论和记录整理出两三篇同一主题的信函即可。这样的设计使学生在身临其境的紧迫感的驱使下更加深刻的理解相关的贸易操作流程，提高独立撰写函电的能力，因为在通过函电进行磋商的过程中，掌握较差的一方所处的劣势很容易展露出来，这样一来学生的竞争意识会化作他们的学习动力。另外，实训中的函电可以用之前已经翻译过的句子来构建，这就把两个环节融为一体，大大节省了练习时间。再者，每人都参与思考但不是每人都写，这使学生操作过程中出现的普遍问题更容易整理，也为教师集中点评争取了时间。

然而这些方法，需要教师在课前多花一些时间和精力搜集大量的操作性强并结合实际的案例，归纳与案例相关的句子及用语，并要求教师对整个课程的脉络有一个宏观的把握，并清楚地认识其中每个分支间的内部联系。因此，关于外贸函电这门必须把理论和实践结合起来的课程，它的教学方法是深值广大英语专业商务方向教学工作者探究的。

参考文献

1.王玮韦.外贸函电实训教学模式研究[J].长江大学学报，2011（10）

2.吴金凤.商务模拟公司教学法在贸易函电实训中的运用[J].科技信息，2011（3）

篇5：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6：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7：商务专业英文求职信

商务专业英文求职信范文

Dear Sir，In response to your advertisement in the newspaper of January 15, I wish to apply for the position of(secretary, accountant, lerk, salesman, etc).I am twenty-five years old and a graduate of ____ college.My experience in this line of work includes six years as an assistant accountant with the ABC Company.The reason for leaving my present employment is because they are closing their office.I am enclosing my resume together with my photo, and believe that they may be found satisfactory.With respect to salary, I shall expect HK$5,000 a month.I assure you that if appointed, I will do my best to give your satisfaction.Very truly yours,

篇8：商务英语专业英文求职信作文

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

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