英文面试问题和答案

英文面试问题和答案（精选6篇）

英文面试问题和答案 篇1

本篇摘录了若干面试中出现频率较高的问题及精彩回答，希望能在您求职路上助您一臂之力。

Q： Can you tell yourself in two minutes? go for it.

(你能在两分钟茸晕彝萍雎?大胆试试吧!)

A： With my qualifications and experience, I feel I am hardworking, responsible and diligent in any project I undertake. Your organization could benefit from my analytical and interpersonal skills

Q：Give me a summary of your current job description.

(对你目前的工作，能否做个概括的说明。)

A：I have been working as a computer programmer for five years. To be specific, I do system analysis, trouble shooting and provide software support.

Q：Why did you leave your last job?

(你为什么离职呢?)

A： Well, I am hoping to get an offer of a better position. If opportunity knocks, I will take it

Q：How do you rate yourself as a professional?

(你如何评估自己是位专业人员呢?)

A： With my strong academic background, I am capable and competent.

(凭借我良好的学术背景，我可以胜任自己的工作，而且我认为自己很有竞争力。)

A：With my teaching experience, I am confident that I can relate to students very well.

(依我的教学经验，我相信能与学生相处的很好。)

Q： What contribution did you make to your current (previous) organization?

(你对目前/从前的工作单位有何贡献?)

A： I have finished three new projects, and I am sure I can apply my experience to this position.

(我已经完成三个新项目，我相信我能将我的经验用在这份工作上。)

Q：What do you think you are worth to us?

(你怎么认为你对我们有价值呢?)

A：I feel I can make some positive contributions to your company in the future.

(我觉得我对贵公司能做些积极性的贡献。)

Q：What make you think you would be a success in this position?

(你如何知道你能胜任这份工作?)

A：My graduate school training combined with my internship should qualify me for this particular job. I am sure I will be successful.

(我在研究所的训练，加上实习工作，使我适合这份工作。我相信我能成功。)

Q：Are you a multi-tasked individual?

(你是一位可以同时承担数项工作的人吗?)

Do you work well under stress or pressure?

(你能承受工作上的压力吗?)

A：Yes, I think so.

A：The trait is needed in my current(or previous) position and I know I can handle it well.

(这种特点就是我目前(先前)工作所需要的，我知道我能应付自如。)

[英文面试问题及答案大全]

英文面试问题和答案 篇2

Irony is a complex linguistic phenomenon both cognitively and psychologically.As a widely used figure of speech,irony has received considerable attention from cognitive psychologists and linguists.Ever since the end of the 18th century,various aspects o irony have been identified and the notion of irony has been much expanded.The article will include a review and discussion of some theories of irony in the second section,such as linguists Grice,My ers Roy,Sperber and Wilson.Then in the third session I shal make comments on a number of questions concerning the teaching of irony,covering aspects such as the different types of irony,why speakers use irony,whether theories should be included in the teaching plan,what materials would be appropriate,what challeng es learners will meet and the advantages of teaching irony.

Generally speaking,The understanding and usage of irony is already very challenging to L2 learners and to tutors whose native language is not English.I shall make the assumptions that cultura differences between native learners and L2 learners constitute an unavoidable problem.My aim is to suggest that age and the level o English should be taken into account in teaching irony to L2 learn ers,and mechanisms and materials should vary according to terms above.

2 A General Review of Various Theories of Irony

2.1 Grice

As one of the most classical theorists of irony,Grice mentioned irony in connection with its classical definition:‘saying something but meaning the opposite’(Logic and Conversation,1975).His research is mainly based on the famous Cooperative Principle(which speakers should observe if they hope to understand each other and avoid various misinterpretations in their conversations)and conversational implicature,especially the subsequent maxim of Quality.Grice argued that irony violated the maxim of Quality:‘Try to make your contribution one that is true’(Grice,1975:27).A classical example is‘You are a fine friend’,where the true implicature is‘You are a terrible friend’.In this example,speaker A makes a statement which‘he does not believe,and the audience knows that A knows that this is obvious to the audience’(Grice,1975:34).

However,I suggest that Grice’s Cooperative Principle(CP)is not appropriate to all situations,because participants in different situations would expect different types of cooperation,and using irony in certain situations may have potentially damaging consequences.In this way,Barbe also comments in his work titled Irony in Context that,on the one hand,irony would violate the Maxim of

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CP,since situations exist where irony is expected and accepted’(ibid:53).It seems that the CP is not so convincing in the explanation on irony.Firstly,irony doesn’t always violate the maxim of Quality,sometimes other maxim are also involved in violation,and more examples will be showed later.Secondly,it can not explain why the speakers don’t express their true meanings in a direct way but choose the utterance which is just the opposite of their true meaning.Generally,violating the CP is actually very common in real life’s conversation.

Still,there is one more point that Grice’s theory fails to explain.It seems that the mechanism of his theory is no more than go to the opposite to derive ironical meaning,but a problem immediately arises here because some ironical utterances do not have opposite meanings while some have more than one to arrive at.For example,one asks,‘Did you remember to water the flowers?’(Sperber&Wilson:1981)when he is caught in a thunderstorm.In this case,it is hard to see what would be the opposite of this question according to the definition of‘saying something but meaning the opposite’(Logic and Conversation:1975).The speaker might merely want to ask whether the hearer has watered the flowers,or use this utterance as the start of a conversation.Here is another example:

‘Ruth:How is your blind date?

Sandra:He had nice shoes.’(Ellen,1988:27)

When Sandra is asked about how she feels about the date,she answered with something about shoes but not whether she likes the boy she met.This is violating the maxim of Relevance but not the one of Quality,as I’ve pointed out before.

Next one is the violation of the maxim of Manner,which has a subsequent meaning of being orderly.This suggested a way of being ironic(Cao,2001)by arranging the speaker’s idea in an uncommon sequence,in which way the audience’s attention could be led to specific directions and consequently achieved the goal of irony(ibid).The analysis of the following example illustrates this as well.

For one daughter,his eldest,he(Sir Walter Elliot)would really have given up anything,which he had not been very much tempted to do.

Jane Austen’s Pride&Prejudice

This main clause reveals a meaning that Sir Walter Elliot will give up anything for his eldest daughter,but in the subsequent which-clause a completely contradictory idea is introduced that makes the readers withdraw from the position of the previous statement.In this way,a derisive effect is intended by the writer and interpreted by the reader.This ironic effect is carefully calculated and achieved via an‘anti-climactic organization of information which suggests that the discourse proceeds in a two-step-forward,one-step-back manner’(Cao,2001).

To conclude,good ironical effect can be made both through violating the CP from Grice,but there are several points which still Grice failed to explain.However,it is the fact that a speaker often cannot at the same time be truthful,relevant,informative and polite.

2.2 Myers Roy

Myers Roy’s theory focuses on irony in relation to specific clauses or clause components.Hers is thus a syntactic approach mantic theory of irony.Roy analyzed irony as concerned with clause,and assumed that clauses could be discussed and examined for their irony content in isolation(1978).One reason I’m not in support of this point is that this analysis can yield two different perspectives:the speaker’s perspective and the hearer’s.It is possible that a sentence seems to be ironic in the former perspective whereas is not ironic in the latter.Thus,different perspectives can direct to different results.Another reason is clauses should not be discussed and analyzed for their ironic content in isolation,neglecting the context.Barbe(1995)noted that‘irony is not located in a word,a clause,or a sentence,but rather in the relationship between words,words and sentences,or sentences in a situational context’(1995).In this sense,Roy’s treatment of irony as a syntactic phenomenon is problematic.I argue that context is and should be regarded as a key factor in the interpretation of irony,and I suppose it is better to interpret irony within the context since one ironic utterance can be interpreted differently by different hearers(decoders)depending on the participants’different background knowledge.

Myers Roy suggested that sometimes irony has cues that assist readers or hearers to recognize it,and there must be some cues that assist us to understand‘how the speaker intends us to take what he has just said’(1978:9).These cues can be linguistic or extra-linguistic.Speaker’s intonation is often seen as the most familiar linguistic cues to ironic messages:heavily emphasis,flatness,syllable lengthening(ibid:58).Other cues can be paralinguistic,social,contextual,psychological and syllable lengthening(ibid).Although speakers do not always convey their ironic messages in a special tone of voice,and hearers can understand sarcastic or humorous comments as well without linguistic tone,this did not deny that tone of voice is a way listeners may use to infer ironic meaning(Kreuz,1996).

As has been concerned previously in this paper,Myers Roy researched irony mainly from a semantic point of view.She commented that cues could aid readers and hearers in recognizing irony and was also helpful to language learners,but the function of context in the interpretation is neglected.This lack of knowledge might be remedied by a theory from Sperber and Wilson reviewed in the next section.Generally,Roy stressed too much on clause components,and once Gibbs has commented that,comparing to others,pragmatics is the more appropriate approach to describe irony,because it considers the context a vital factor in understanding.

2.3 Sperber&Wilson

Sperber&Wilson(1981),concerned with pragmatics,stressed the dimension of shared background knowledge.They noted that most ironic utterances mentioned(or referred to)some utterances or events previously shared.This is called the Mention Theory of Irony(Sperber&Wilson,1981 and 1986;Sperber,1984;Wilson&Sperber,1992).A study from Jorgensen,Miller and Sperber(1984)tested the Mention Theory by means of vignettes.Specifically,they examined the importance of shared information.The result only revealed the importance of background information for the decoding of irony.Thus far,no approach has refuted the centrality of shared information,which forms the basis for Sperber&Wilson’s

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speakers will likely arrive on the one‘correct’interpretation only if they possess similar background knowledge,Sperber&Wilson(1992)contended that there must be only one interpretation‘consistent with the principle of relevance’.However,I prefer to support Barbe’s view(1995),in which not all factors are handled in the same way by participants.For Barbe,the Principle of Relevance was again only applicable to‘the crucial place knowledge takes in interactions in general’,especially to ironic utterances(ibid:47).

According to the importance of shared information in the decoding of irony,it is clear that make learners be aware of English culture can benefit a lot and worth tutors’attention.

3 A Discussion of Teaching Irony

Generally speaking,the stage of practical teaching is very challenging both to native speakers and L2 counterparts.In order to teach,tutors themselves must do well in understanding and using irony,which is the basis of all teaching activities.

The philosopher Kierkegaard once commented that‘no authentic human life is possible without irony’(Kierkegaard,1965:378).A fact is implied in his words that irony exits in every culture and every language.In the following,I will briefly list types of irony and then make comments on a few questions concerning teaching irony.As I am an English teacher from China,and learners there are not native English speakers,special focus will be on the teaching of irony in English to L2 learners,especially in schools.

3.1 The sorts of irony

Many kinds of irony have been identified(Booth,1974;Muecke,1969):dramatic irony,double irony,situational irony,verbal irony,practical irony,rhetorical irony,comic irony,philosophical irony and the irony of fate.

To some extent it is helpful for learners to be aware of different types of irony,but I assume it might be better to consider the knowledge about this in a later stage in the learning or tutoring process.Gaining an ability of understanding and using irony—any type of irony—is a more preferential task.

Three kinds of irony are recommended to be mentioned in teaching process:verbal irony,situational irony and dramatic irony.Verbal and situational ironies are the most frequent ironies that occur in conversations and written works.The former suggests a distinction between reality and expectation,and the latter‘reveals worldly events that are ironic by nature’(Gibbs,1994:363).By applying verbal irony,the speaker employs a technique consciously and intentionally to utter an ironic message.Situational irony arises from situations and is happened to be noticed as ironic.I suppose verbal irony may occur more regularly in written works,while situational irony is perhaps more prevalent in spoken utterances.(ibid:363)The last type is dramatic irony,which I want to mention because almost all comedy contains irony in one form or another(ibid,366).Charlie Chaplin,one of the greatest comedian,was a wonderful ironist with a great number of famous movies.

3.2 Why do speakers use irony?

To discuss the question of‘Why do tutors teach irony?’,firstly it might be better to answer the question‘Why do speakers use

’

intended meaning cannot be interpreted successfully.In order to reply to this question,Leech propounds the Politeness Principle(PP)as a complement to the CP.Leech argued that the PP has the function of maintaining social relationships(Leech,1983:82),and irony serves this important function by helping people to maintain relationships between friends,family members,neighbors,co-workers,and so on.Furthermore,ironic talk could fulfill multiple communicative goals:to be witty or to save face more effectively(Kreuz,Long,Church,1991).In this sense irony plays such a crucial role in common life that speakers prefer to express meanings in an indirect way even at the cost of perhaps being unsuccessfully understood.

3.3 Should theories be included in teaching?

After reviewing several theories of irony,both traditional and more recent ones,it can be seen that the theory plays an essential role in the decoding process.Nevertheless,should them be added to teaching plan?Thus far few researchers have made remarks on this point but I hold a negative attitude.On the one hand,theories of irony are various and complex to study,especially for beginners.Tutors could introduce theories according to the level of learners and it might be prudent to avoid theories when teaching L2 learners,who usually have more trouble than their native counterparts.On the other hand,to be aware of theories can be helpful to advanced L2 learners.As there are various theories ranging in different perspectives,I believe the theory in pragmatics perspective is the one more appropriate than others and I hold the view that context,participants and shared background information are all crucial elements in decoding irony,which just falls into the area of pragmatics.Supportive evidences can also be found in Sperber&Wilson’s Relevance Principle.

3.4 What materials would be appropriate?

As mentioned previously,this article focuses on teaching ironies in English to Chinese students.Although the content of irony located in both oral and written materials which are easily accessible,appropriate learning materials shall be carefully considered.

Suggested by Sperber and Wilson(1981)and supported by a study from Jorgensen,Miller and Sperber(1984),background information is a key factor in the process of interpreting.Therefore,tutors shall make learners be familiar with the background knowledge and social environment of target culture in which irony occurs.

Generally speaking,an advanced level of English is probably the basic quality,and at fairly advanced levels,multimedia could be applicable,such as situation comedies and TV series that reflect real life conversations of English-speaking countries in which ironic utterances frequently occur to serve the purpose of being polite or witty.Irony is employed in normal life and common conversations,and evidences exist in numerous US TV series,such as Friends,Gossip Girl,and The Big Bang Theory.The conversations between family members and friends could be excellent learning materials.Due to the rapid development of Internet,L2 learner currently have multiple accesses to video resources in English,reflecting real life of English native speakers,which could be greatly helpful.

frequently employed by some writers.Thus learners have a chance to see how to satirize and be humorous with irony.In this sense learners should be encouraged to read English novels.

One of the most famous examples comes from Jonathan Swift who in A Modest Proposal(1729)argued that babies of the starve ling unemployed Catholics should be eaten and sold as goods in or der to ease the economic troubles in Ireland.A strong ironic inten tion is present in this unthinkable,absurd suggestion.However one school in New York State somehow failed to appreciate the iro ny in this article and banned it for classroom use(Gibbs,1994)which highlights the risks in using irony that mocks particular is sues(ibid:362).Consequently,teaching irony that was made to tar get a certain audience becomes a new problem.

Besides,tutors might remind learners to pay attention on this1)Choose appropriate sort of irony according to the purpose of the conversation,2)Take into account who the target audience is and what his/her response is likely to be—namely,whether the individ ual and the speaker are close enough to tease without doing harm to their relationship.

3.5 What challenges would learners meet?

It is tough for anyone to understand irony who studies a lan guage outside its native cultural context.A very similar rule can be applied to L2 students.Given the students’blindness to English culture(including its literature,politics and economics),sometimes it could be very difficult for them to interpret ironic conversation between native speakers or even to find a true equivalent in anoth er language.One possible solution would be to familiarize them with the cultural surroundings in English countries,in other words the‘shared information’with native English speakers.

To find better solution,some signals of irony can aid recogni tion.As has been mentioned in previous section,speaker’s intona tion could be seen as the most familiar clue to ironic messages(Roy,1978:58).Other cues include exaggeration and occasionally a slowing down of the speaking rate for certain phrases.One diffi culty with this is that it seems that there is no single pattern of into nation cues when people speak ironically(Gibbs,2000),but still this can benefit the process of decoding according to different con texts and background knowledge.

3.6 Teaching learners according to age and level of English

Thus far the theories have been discussed again and again and numerous problems concerned in teaching irony are men tioned.While making the teaching plan,I will argue that two terms shall be considered,one is age,and the other one is Learner’s Eng lish level.As it is almost impossible for a child to understand irony in a language other than his/her mother language.Thus both age and basic level of English is required.

Also,using irony could create humorous class atmosphere and stimulate students’motivation and concentration during class hours,especially when the content of class is in some extent boring and complex.As lots of irony frequently rested on cultural con cepts,to promote children’s gradual understanding of cultural con cepts and native’s thinking pattern becomes essential.

4 Conclusion

This paper generally reviewed three essential types of theories of irony,in both semantic and pragmatic perspectives,and then discussed some detailed questions which need tutors’attention when teaching irony to L2 learners.Special attention was paid to Chinese learners based on my personal experiences.

Although many theories have been claimed and discussed again and again,the area of how to teach it still remains blank,not even to L2 learners.I argued that age and Learner’s English level should be taken into consideration while making the teaching plan.As using irony could help create a good class atmosphere,and increases the students’motivation and concentration during class hours,I considered irony as an important tool in achieving good teaching efforts and it is necessary to learn and teach it.

摘要：在日常英语教学中使用反讽能够创造一种幽默的氛围,帮助激发学生的学习动机,取得更好的教学效果,此外还能使学生深入了解英语国家的文化。该文首先简要介绍了语言学家Grice,Myers Roy,Sperber和Wilson关于反讽的研究理论,然后集中讨论了在反讽教学中涉及到的几个问题。讨论表明,反讽教学中教师应根据学习者的语言水平和年龄慎重选择教学素材,最终使学生有能力在不同的语言情景下合理地运用不同类型的讽刺。

如何回答英文面试中的常见问题 篇3

如何把握住问题的要点、猜透老外老板的问题而给出漂亮的回答，是面试的重要环节。让我们从面试中最常见的问题开始。

1.Tell me about yourself.

面试官常以这样的问题开始。记得，他们想要听到的是你的工作技巧，不是你的个人生活。不要说，“I was born inBeijing”“1 like to play computer games”或是“I have two brothers”。告诉他们有关你职业生涯的发展、你学到的东西或是你是如何获得某些工作技巧的。

这个问题主要考察求职者的个性是否符合公司的企业文化，所以回答的时候要尽量贴近这个公司的情况来推销自己的特点。比如这个公司是属于汽车行业，那么你就该回答：“Driving is my hobby. I really love the feeling of running on the road and I take cars as my best friends.”总之是要找到自己跟这个公司的一个切合点，让面试官了解你充分适合这个环境。

2.What are your three greatest strengths?

回答这个问题的时候不可以含混不清，不可以只是简单回答“I' m really organized, punctual and get along well with others.”简洁、精炼，找到这个公司所看重的特长，是回答这个问题的关键。比如要应聘金融行业，可是说：“I think my three strongest strengths are details-oriental, patient and cautious.”但是如果应聘者是一个销售精英，可以说：“I thinkmy strongest strengths are aggressivehard working and communicative.”总之，需要考虑到应聘公司及职务的需要来选择表现自己的优势。

3.What are your three greatest weaknesses?

能够为公司增值永远是老板的最爱，老板都愿意找到一个了解、热爱工作并能够为公司创造价值的员工。所以不要很诚实地把自己的毛病暴露出来，而是要有策略地选择一些能够为自己加分的缺点。比如：“I am a perfectionist and I pay very much attention to details，Sometimes I am quite captious.”

4.Why are you interested in working for our company?

这个问题主要考察应聘者是否对这个工作进行了了解，或者是否真正有兴趣，所以需要围绕整个公司的具体情况，让面试官知道你很清楚这个公司的运营模式，以及对这项工作非常积极。因此不要以“It seemed like a good career move”或是“I haven't been able to find anything else interesting”开始。记得雇主们想知道你能带给公司什么。而不是公司能带给你什么!

如果能有一些实际问题回答的话，就会有更大的加分，我们建议应聘者可以这样：“I read an article in the newspaperand was very impressed by…”但是前提是你必须真的对这家公司作了研究，同时也要注意，不要让面试官觉得你是为了讨好面试官而言过其实，这样只会适得其反。

5.Why did you leave your last job?

跳槽的原因可能是上一份工作非常糟糕，但是面试并不是适合抱怨的场合。千万不要对现有或是过去的雇主或同事进行这样的评论：“I didn't agree with the company's direction.”“I got no recognition for my work.”“My boss wastotally unreasonable. ”

我们建议要从自身发展的角度出发来回答：“I love mylast job and really learned a lot from it, but I need a new platform and bigger space to make my career successful.”总之，要让面试官知道，以前的公司在你的眼中并非一钱不值，你是怀着感激来评价他们的。

6.If we hire you, how long will you stay with us?

这个问题是老板想知道你会不会像离开上一份工作那样很快地离开这里，你可以这样回答：“As long as my positionhere allows me to learn and to advance at a pace with my abilities. ”这样就告诉老板，你是希望同公司一起成长，不会轻易地离开。

7.Tell me about a time when you face difficulties.

听到这个问题，应聘者可能会有些摸不透面试官到底想知道什么，而不知道怎么回答。其实这个时候他是想知道你过去的工作中有过什么特别的例子，来展示你有解决各项复杂问题的能力。这时，最好能提前准备一张优秀的“成绩单”，上面清楚地表明你处理过的问题的列表，告诉他你有能力解决任何困难，这一点至关重要。

8.Do you have any questions for me?

这也是一个面试中经典的结束问题，测试应聘者是否真正对这份工作真正有兴趣与热爱，此时应该询问具体的问题以显示应聘者非常了解该公司，对未来的工作有很多的期待和好主意，充分表示热情。不要问那些你早就该知道答案的问题，诸如：“What does your company do?”或是“Could you tell me your name again?”应聘者一定要提前准备很多有关这令公司具体情况的问题，最好能够涉及到他们业务上取得的成绩，比如说：“I learned that your company has seen

tremendous growth in recent years. I' m keen to know how you made such a success.”你需要表现出对这个公司浓厚的兴趣，到了这时，基本上一张聘书就到手了。

此外，不要问薪水或是和假期相关的问题：“When do you give raises?" "How much vacation time can I expect?”在听到了他们告诉你，“We'd like to offer you the job.”才去问此类的问题。

Box求职信中的英语

要获得梦想中的工作并不只要求有一份书写精美的简历就行了——你还需要一份引人注目的求职信正式介绍自己并展示你的价值。根据这里的向导准备一份动人的求职信。

保持目标

当你开始写求职信的时候，直入主题。解释你为什么写这封求职信并将你感兴趣的职位头衔写在里面。你可能还想要说一下你是在哪儿听到这份工作的：“I am writing to express my interest in the Sales Manager position advertised on your Web site.I have enclosed a copy of my resume for your review.”

和你的技能相匹配

一封求职信是你向雇主证明你是最好人选的好机会，因此确定该职位的技能要求是重要的第一步。然后，将你以前和这些技能相关的工作经历具体介绍，并且最后以类似这样的话总结：“I am confident that these combined experiences make me an ideal candidate for this position.”

展示英语能力

如果要求你写一封求职信，那可是显示你流畅的写作技巧和专业特性的绝好机会。记住，无论如何，冗长的句子并不一定代表流畅。你的句子要短而精i不要试图用太过于复杂的句子来让人印象深刻，否则的话会让读者有疲劳和困惑的感觉。

销售自己

当你写求职信的时候，你应该总是记得你的任务是推销自己!陈述你能为雇主所做的，将能让你脱颖而出。使用行为动词例如：facilitated、developed和managed来描述你工作的职责，并自信地表示例如“I strongly believe I possess the right combination of skills and experience you are looking for.”

校正

英语面试常见问题和答案 篇4

Q: What contribution did you make to your current (previous) organization?

(你对目前或从前的工作单位有何贡献?)

A: I have finished three new projects, and I am sure I can apply my experience to this position.

(我已经完成个新项目，我相信能将自己的经验用在这份工作上。)

Q: What do you think you are worth to us?

(你怎么认为你对我们有价值呢?)

A: I feel I can make some positive contributions to your company in the future.

(我觉得我对贵公司能做些积极性的贡献。)

Q: What make you think you would be a success in this position?

(你如何知道你能胜任这份工作?)

A: My graduate school training combined with my internship should qualify me for this particular job. I am sure I will be successful.

(我在研究所的训练，加上实习工作，使我适合这份工作。我相信我能成功。)

Q: 1Describe how a sport or hobby taught you a lesson in teamwork?

(一项运动或爱好是如何教你一课团队?)

A:“When I was at college my basketball coach taught me to pass the ball, if it was to my team’s advantage. So now I always look out for my team mates”

(当我在我的大学篮球教练教给我传球，如果它是我的团队的优势。所以现在我总是照顾我的队友”)

Q: What is your strongest trait(s)?

(你个性上最大的特点是什么?)

A: Helpfulness and caring.

(乐于助人和关心他人。)

A: Adaptability and sense of humor.

(适应能力和幽默感。)

A: Cheerfulness and friendliness.

(乐观和友爱。)

Q: How would your friends or colleagues describe you?

(你的朋友或同事怎样形容你?)

A: (pause a few seconds)

(稍等几秒钟再答，表示慎重考虑。)

They say Mr. Chen is an honest, hardworking and responsible man who deeply cares for his family and friends.

(他们说陈先生是位诚实、工作努力，负责任的人，他对家庭和朋友都很关心。)

A: They say Mr. Chen is a friendly, sensitive, caring and determined person. (他们说陈先生是位很友好、敏感、关心他人和有决心的人。)

英文面试问题和答案 篇5

問題1：你為什麼想離開目前的職務？

A.別的同仁認為我是老闆前的紅人，所以處處排擠我。

B.調薪的結果令我十分失望，完全與我的付出不成正比。

C.老闆不願授權，工作處處受限，綁手綁腳、很難做事。

D.公司營運狀況不佳，大家人心惶惶。

解答：超過一半的人事主管選擇C，其次為D。選擇C的回答，可以顯示應徵者的企圖心、能力強，且希望被賦予更多的職責。選擇D，則是因離職原因為個人無法改變的客觀外在因素，因此，面談者也就不會對個人的能力或工作表現，有太多的存疑。

問題2：你對我們公司了解有多少？

A.貴公司在去年裡，長達8個月的時間，都高居股王的寶座。

B.貴公司連續3年被XX雜誌評選為「求職者最想進入的企業」的第一名。

C.不是很清楚，能否請您做些介紹。

D.貴公司有意改變策略，加強與國外大廠的OEM合作，自有品牌的部分則透過海外經銷商。•解答：以D居多。

問題3：你找工作時，最重要的考量因素為何？

A.公司的遠景及產品競爭力。

B.公司對員工生涯規劃的重視及人性化的管理。

C.工作的性質是否能讓我發揮所長，並不斷成長。

D.合理的待遇及主管的管理風格。

•解答：以C居多，因為公司要找工作表現好、能夠真正有貢獻的人，而非純粹慕名、求利而來的人。

問題4：為什麼我們應該錄取你？

A.因為我深信我比別人都優秀。

B.因為我有很強烈的企圖心，想要與貴公司共同成長。

C.您可以由我過去的工作表現所呈現的客觀數據，明顯的看出我全力以赴的工作態度。

D.我在這個產業已耕耘了8年，豐富的人脈是我最大的資產。

解答：這題理想的回答是C。你如何讓對方看到你的好？單憑口才，是很難令對方信服的，因此，從履歷表內容或之前的回答內容中，如果能以客觀數字、具體的工作成果，來輔助說明，是最理想的回答。

問題5：請談談你個人的最大特色。

A.我人緣極佳，連續3年擔任福委會委員。

B.我的堅持度很高，事情沒有做到一個令人滿意的結果，絕不罷手。

C.我非常守時，工作以來，我從沒有遲到過。

D.我的個性很隨和，是大家公認的好好先生（小姐）。

解答：這題理想的回答是B。A、C、D雖然都表示出應徵者個性上的優點，但只有B的回答，最能和工作結合，能夠與工作表現相結合的優點、特質，才是面談者比較感興趣的回答。

問題6：你認為你在你一方面最需要改進？

•A.時間管理。

B.人際關係。

C.我有點迷糊。

D.不應該以高標準去要求部屬或同事。

•解答：這題理想的回答是D。面談者最關切的是你的缺點會不會影響工作表現。

問題7：你的期望待遇是多少？

A.是否可以先讓我了解一下貴公司的薪資及福利制度。

B.我希望至少要高過我目前的薪水，依我的職等每年可分配幾張股票呢？

C.我目前是7萬元，但下個月要調薪，可能是10％，所以我希望至少要8萬5千元。

D.月薪7萬5千元到8萬5千元之間，不知道這是否在貴公司的預算範圍內。

•解答：這題人事主管選擇A最多，其次是D。

問題8：你什麼時候可以開始來上班？

A.再等一個半月，拿到上半的分紅之後。

B.原則上我可以盡量配合，但我必須與我目前的老闆討論交接的日期。

C.是否可以給我2個星期考慮一下，並與家人討論。

D.我的好朋友下個月在美國結婚，我必須參加，是否可以等我從美國回來。

•解答：人事主管一致選擇B。這題的主要目的是面談者想藉此順便觀察應徵者的責任感。

問題9：你有沒有什麼問題要問的？

A.通常在這個職務上工作多久，才有升遷的機會。

B.目前工作上常用的設計軟體包括哪些？

C.我想不出有什麼好問的。

D.以我的職等而言，去年平均可以分到多少張股票？

•解答：最理想的回答是B。

問題10：請談談你在前一份工作中的最大貢獻。

A.因事前準備得宜，使得產品在去年的秀展上大出鋒頭。

B.據理力爭，為同事爭取免費健檢的福利。

C.重新設計生產線，使得生產週期縮短了30％，每季出貨量增加至少35％。

D.以一份長達20頁的評估報告，建議公司必須盡快投入電子商務。

•解答：最理想的回答是C。

問題11：如果我錄用你，你認為你在這份工作上會待多久呢？

A.這問題可能要等我工作一段時間後，才能比較具體的回答。

B.一份工作至少要做3年、5年，才能學習到精華的部分。

C.這個問題蠻難回答的，可能要看當時的情形。

D.至少2年，2年後我計劃再出國深造。

解答：選擇B最多，A次之。B的回答能充分顯示出你的穩定性，不過，這必須配合你的履歷表上，之前的工作是否也有一致性。A的回答則是非常實際，有些人事主管因為欣賞應徵者的坦誠，能夠接受這樣的回答。

問題12：除了我們公司之外，你還應徵了其他哪些公司呢？

A.除了向貴公司這樣的電腦週邊產品公司外，我還應徵了XX飲料公司、XX軟體設計公司及XX化工公司。

B.因為是透過人才網站，所以有很多公司與我聯絡，不勝枚舉。

C.由於我只對電腦公司較感興趣，因此除貴公司外，我還應徵了XX及XX公司。

D.我不是很積極的想換工作，這半年多來陸陸續續寄了一些履歷，公司名字不太記得。•解答：最理想的回答是C。C的回答可以顯示出應徵者的目標明確，對於自己的下一個工作應該在哪裡，思考得很清楚

問題13：你希望5年後達到什麼成就？

A.做一天和尚敲一天鐘，盡人事聽天命、順其自然。

B.依我的機靈及才幹，晉升到部門經理是我的中期目標。

C.自己獨當一面開公司。

D.「全力以赴」是我的座右銘，希望能隨著經驗的增加，被賦予更多的職責及挑戰。解答：最理想的回答是D。

問題14：如果你離開現職，你認為你的老闆會有什麼反應？

A.很震驚，因為老闆對我算是很信賴，我就如同他的左右手一樣。

B.還好吧，他大概心裡也有數，反正公司現在也不忙。

C.他大概習慣了，反正他手下的人來來去去已是司空見慣。

D.我想他一定會生氣的破口大罵，他是一個相當情緒化的人。

解答：最理想的回答是A。面談者想藉此了解，你和前（現）任主管的相處情形，以及你在主管心目中的地位如何？

問題15：你為什麼想來我們公司工作？

A.主要是這份工作的內容很吸引我。

B.貴公司在業界頗出名的，聽說管理也很人性化。

C.我的大學同學在貴公司會計部工作，是他建議我來應徵的。

D.貴公司所處的產業，以及在業界的聲譽、工作性質，都很吸引我。

MBA英文面试问题 篇6

 英文自我介绍（非常重要）

 职业类：

1． 请描述一下你的工作？

Can you describe your work?

2． 你未来的职业生涯规划是什么？

What’s your career plan?

3．近年来，你在工作中遇到的最大挑战是什么？（请说3个）

In recent years , what is the greatest work challenge you’ve encountered?(Please list three of them.)

4． 工作中，你认为自己最欠缺什么能力？

what ability do you think you are mostly lack of?

5． 选择全日制MBA意味着被录取后你要放弃现有工作，我对此有何感想？（为何选择全日制？是为了户口吗？压力问题？）

If you choose the full-time courses of MBA, you will have to drop your current job.How would you think about that?

6． 你如何协调工作与求学的关系？（针对选择半日制的同学）

How would you balance the work and study?

7． 请解释一下你频繁换工作的原因。

Could you expalin why you change your job so frequently?

8． 你在我们学校读过课程班，为什么还要读MBA？

You have learned some courses in our university.Why do you then choose MBA?

9． 请谈谈工作中最大的失误。

Can you talk about the biggest mistake you’ve made?

 沟通类（逻辑、分析）

1． 请评价你在小组面试中的表现。你认为有什么欠缺的地方？

Please evaluate your perfoprmance in the group/panel interview.What aspects do you think you need to improve?

2． 请你用1分钟时间说服考管录取自己。

Please use one minute to persuade the interviewer to offer you the admission?

3． 你认为作为一个领导者应具备的成功素质有哪些？

what qualities do you think a successful leader should have?

4． 请举例说明你具有很强的事业心。

Please give some examples that can show your entrepreneur spirit. 其它类

1． 你希望考官记住关于你的最重要的信息是什么？

What’s the most important information that you want the interviewer/us to remember?

2． 为什么你的初试成绩不佳？（压力问题）

why your score of the written test is not that good?

3． 请你举例说明自己的学习能力很强。

Please give some examples that can show your learning ability.4． 为什么工作没几年就选择读MBA？这种选择给你带来的最大挑战是什么？

why do you choose MBA after working for so few years? What’s the biggest challenge for making this choice?

5． 如果你没被录取，你会如何？（压力问题）

If you failed this time, what’s your plan?

6． 除了工作以外，你能给我分享什么？说说你的父母（家庭、孩子）？

Except for the work, what can you share with us? Your parents, family, or kids?

7． 职业经理应该具备什么的素质？

what qualities should a professional manager possess?

 About yourself

1.2.3.4.5.6.7.Please talk about yourself briefly.Why do you apply for MBA program? Why do you apply for UIBE? What is your greatest achievement? What is your goal in career? What it the most unforgettable experience in your college life? What factors are decisive in your decision making?

About your study

What was your major? Why did you choose that?

Do you like your major from your experience after graduation?

What major would you choose if you had a second chance for choosing a major？ What subject are you best at? Why?

What subject are you worst at? Why?

Does your study performance reflect your ability? If not, why couldn’t you have a better score?

Why will you support your tuition and other expenses?

If campus life starts over again, how will you arrange your life and study？

Work and Career

What kind of job do you want to do ?

Why do you choose this position/field?

What are your job responsibilities? Who do you lead?

What is the key technical problem in your job? What about managing problems?

What are you best at in your job? Disadvantages? Why?