英文培训总结

英文培训总结（共7篇）

英文培训总结 篇1

New employee orientation training summarization

Target As newly-employed personnel in JISCO, for better and faster understanding the culture and spirit of JISCO and adaptation to be a new worker, we have been trained systematically by the human resources department for almost about one and a half month after we got off the train and stepped on the holy land named the bright jewel in north-west China.Process and content The whole training primarily is made up of four modules: lectures in The Grand Theater, courses in the college, military training, practice and experience.1.Lectures in the Grand Theater In the theater, we have learnt the developing history and the spirit of Iron Mountain, and have been badly shocked by the people who were the very first to create life facilities and buildings and to mine.Especially when I got the story about the 25 years girl Miss FENG who was the first group to explore the iron ore and died dropping out from the top of a very high mountain named after her name now, Tears was held in my eyes so that nobody could see me.In that moment, I seemingly suddenly understood the core meaning and its origin of the JISCO spirit.In addition, we have understood the regulations and human resources policy of JISCO so that we can make our career planning in advance, have known that the development strategy and its planning in the twelfth five-year plan, and this lead us to make up our mind to grow up with JISCO.What’s more, this training let us understand and get to enjoy the culture and life style and scenery of North West China.External hired teacher has taught us for about five days about how to deal with relationship with colleagues and leaders, how to plan our own every daytime and how to arrange our career and our dream.Through such lectures we have had a clear route about our future.2.Teaching in college In college, we were taught systematically about the knowledge of safety, sanitation, law and production process of the whole iron and steel making of this company, so that we can better make bigger progress to adapt to this corporation.Teamwork, discipline, and the importance of enterprise culture is what we got impressively in the courses.3.Military training For nurturing and carry forward not being afraid of hard condition and surroundings, the human resources department arrange us a military training.During the fifteen-day training, we had suffered from the hot days and strong sun rays.Face color gone to black, and skin was off from face for the strong ultraviolet rays, but nobody held back because of the hard times.By the hard work of coaches and with our persistence, finally we were through the test and completely overcame the training.4.Practices and experiences We went to the Mirror Iron Mountain alternatively during the military training, named for its smooth surface without any vegetation or earth because the lack of rainfall and strong wind.Our first impression on this place was dry, lifeless, and narrow.Actually I felt down and depressed at first, and was very worried about my physical safety, but when I saw the people, our brothers working there, I was totally touched and influenced by the spirit and character of theirs.I felt in my bones that their temperaments were built by the desert surroundings and the big cold and not a word machines.In the meanwhile, I was thoroughly influenced.I told myself that the men working there are heroes.This place is the origin of a company, a city, and is also the economic power of the GanShu province.I just want to say, that is the miracle of nature.The second part of the practices was to visit the plants.In the morning, we visited the stainless steel workshop, the sanitation and working condition there has always been standard, which impressed us most, and then the iron making plant was our next destination.The condition in iron plant is well-known not so good, and so is the JISCO’s, air smelt pungent because of the SO2, facilities were old and cold like many miserable vicious Souls hiding behind somewhere.Right that is where I work that is so funny.So what, whatever, that is life.Impressions and Gains The pre-service training let me have a deeper understanding of the company, promote a lot of knowledge.the important thing is to let me have a new understanding of the importance of teamwork and persistence, and I also have had a whole fresh acquaintance of myself, and get to know what I should really do and what I really want here.

英文培训总结 篇2

For over two decades,strategy training has been the main concern of applied linguistics.Strategy training can also be called‘strategy instruction’,‘learner training’,‘learner methodology training'etc.According to Catherine Y.Kinoshita(2003),it is“a teaching approach that aims to raise learner awareness of learning strategies and provide learners with systematic practice,reinforcement and self-monitoring of their strategy use while attending to language learning activities.”Strategy training can facilitate them to reach language program goals and help them find their ways to become successful learners,therefore improve learners'self-awareness of autonomy and direction.Language learning process is rather complicated.It involves many factors,such as age,personality,attitude,motivation,language aptitude etc.But researchers found that effective language learners have something in common,that is,more effective learners were different from those less effective learners in terms of the use of strategy.Particularly,they discovered that those more effective learners designated by their teachers tend to use more strategies,and use a greater variety of strategies than those less effective ones.

If we summarize those effective strategies and use appropriate ways to train the other learners,it will have a significant effect on learners'foreign language learning.

2 The Goals of Strategy Training

Cohen(2000)expressed goals of strategy training in foreign languages like this:“The goal of strategy training is to explicitly teach students how,when,and why strategies can be used to facilitate their efforts at learning and using a foreign language.”According to Cohen,strategy training should purposefully encourage students to find more effective ways to learn the targe language,as well as to improve their consciousness of self-evaluation and self-monitoring their language learning.Cohen also pointed out a further goal of strategy training is to enable students to choose their own strategies and to act accordingly at the same time without the language teacher'continued instruction thus promoting learner'autonomy and learner'self-direction.Besides Cohen,Wenden(1985)also stress on the point that learner strategies are the key to learner autonomy,and that one of the most important language training goals is to facilitate the learner autonomy.(Wenden,1991;Cohen,2000.8)“The ultimate goal o strategy training is to empower students by allowing them to take control of the language learning process.”

The relationship between strategy training and learners'autonomy is that of means and ends.With the effective strategy training,the learners are expected to do the following:they can self-diagnose their strong points and weak points in learning a foreign language;get to know the factors which can help them to learn the target language more effectively;improve their problem-solving skills;practice with familiar and unfamiliar learning strategies;decide on the ways to approach a language task;supervise and self-evaluate their performance;be able to transfer effective strategies to new learning contexts,and then gradually realize autonomous learning.

3 The Content of Strategy Training

In foreign language learning,what kinds of strategies learner needs concerns the content of strategy training.But up to now there is no fixed opinion on that.So at first let’s see the definition and taxonomies of language learning strategies.

Different language researchers give various definitions for language learning strategies.Rubin(1975:43)defines learning strategies as“the techniques or devices which a learner may use to acquire knowledge”.Oxford(1989:8)defines learning strategies as“specific actions taken by the learner to make learning easier,faster,more enjoyable,more self-directed,more effective,and more transferable to new situations.”O’Malley and Chamot(1990:1)define learning strategies as“the special thoughts or behaviors that individuals use to help them comprehend,learn,or retain new information.”Ellis(1997:76-77)defines learning strategies as particular ways or skills that learners use to learn a second language.For example,learners may repeat new words or phrases loudly to help them memorize them,which is called‘behavioral’by Ellis.Cohen(2000:4)pointed out learning strategies are“learning processes which are consciously selected by the learner.The element of choice is important here because this is what gives a strategy its special character.These are also moves which the learner is at least partially aware of,even if full attention is not being given to them.”

Based on the various definitions given by many scholars,we can conclude that learning strategies include not only the mental processes of the learner,but also the particular action that the learner uses in learning a second language.The strategies include various kinds of methods,procedures and techniques learners employ to improve their foreign language learning.

Many scholars have given a classification on language learning strategies.The following ones are given by O’Malley and Chamot,Oxford,and Cohen.

O’Malley and Chamot(1990)divide learning strategies into three categories based on the research on the use of learning strategies in SLA and SLL,i.e.meta-cognitive,cognitive and social/affective.Meta-cognitive strategies are those that are involved in planning,monitoring,and evaluating learning;cognitive strategies are those involved in analysis,synthesis,or transformation of learning materials;social/affective strategies concerns the ways in which learners use to have interactions with other speakers.Meta-cognitive include advance organizers,directed attention,selective attention,self-management,self-monitoring,functional planning,delayed production,self-evaluation;cognitive include repetition,translation,grouping,resourcing,note taking,recombination,imagery,deduction,auditory representation,elaboration,key word,contextualization,transfer,inferencing etc;the main socio/affective strategies are cooperation and question for clarification.O’Malley also pointed out that meta-cognitive strategies are prior to cognitive strategies and meta-cognitive strategies can monitor the use of cognitive strategies.

Although different scholars classify learning strategy from different aspects,they are more or less similar without radical change.O’Malley’s classification and Oxford’s are more the same,except that O’Malley points out the priority of meta-cognitive strategies over the other two;while Oxford doesn’t specify this point.The classification given by Cohen looks clear,but the strategies are interwoven in language learning process.In spite of problems in classifying strategies,researches continue to prove that strategies help learners control their learning and become more proficient in learning the target language(Oxford,1990:22).As the development of language learning strategy studies and the identification of more and more strategies,the classification schemes become more and more elaborate and complicated,which in itself is not a problem since it helps us have a better understanding of the nature of language learning strategies(Cheng Xiaotang,2002.8).

From the above discussion,we can conclude that learning strategies refer to thoughts and particular approaches or techniques learners use in their process of learning a foreign language.There are many specific strategies which are classified into different categories by different scholars based on their researches.But what matters to language strategy trainers is to decide which strategy best suits their learners and take measures to train those specific strategies to their students.When training trainers need to consider the needs of different learners,the different learning material and learning environment to choose the most appropriate strategy.

4 The Framework for Strategy Training

There are many scholars and language teachers who began to realize the importance of strategy training.They also take measures to find an appropriate method for conducting strategy training.A present four different instructional frameworks are identified.

Pearson and Dole(1987)propose one framework with reference to first language learning,which can be applied to the study of a second language as well.The framework consists of 5 steps which include teacher’s showing and explaining of the significance and benefits of practicing a specific strategy in language learning;teacher guide students to practice with the new strategy and provide opportunity to apply it in new learning contexts.The weak point is that it involves only one specific strategy at a time.I cannot satisfy the needs of learning a complicated second language.Oxford et al.(1990)propose another framework.In her framework,she encourages learners to discuss the strategies they use after finishing a language task,let them realize the benefits o the strategy use themselves;suggests the other useful strategies to the learners,encourages them to use,and discusses those not being used and considers how to use them in learning;provides adequate time for the learner to practice the strategies in learning process;demonstrates to the learner the transferability of the strategies to new tasks;gives new learning tasks to learners,le them choose strategies to help them finish the task;helps learners evaluate the result of using strategies and the progress they made in autonomous learning.This framework does not tell learners which strategy they should use,instead,it gives a description o the different kinds of strategies that learners can use in accomplishing various learning tasks.Her framework is very flexible.Bu the limitation is that this framework is not designed to be included in classroom teaching.Chamot and O’Malley(1994)develop the third framework,which is especially useful when students have applied the different strategies in different kinds of contexts.Their framework includes the following four-stage problem-solving process:Planning;Monitoring;Problem Solving;Evaluation.This framework is suitable to those learners who had practice before rather than those beginners,which is its limitation.

5 The Teacher’s Role in Strategy Training

Wenden and Rubin(1987:8)offers a standard for us to decide a good teacher or educator.A successful teacher or educator can be measured with the extent to which students finish their educational activities“with increased ability to carry on their learning”,and“an awareness of the need that they will have to continue learning the language on their own once they leave the classroom together with the skills they will need to do so.”They pay emphasis on the role of a teacher as a strategy trainer,and point out the importance of training students to be independent learners.Oxford(1990:10-12)also points out that teachers should change from their traditional roles as authority figures to strategy trainers,who help students gain self-awareness of how they learn and develop learning independence.According to Cohen,the teachers should help learners bridge the gap between“knowing what”and“knowing how”(Cohen.2000.8:69).The teacher'role varies from a figure as a manager,supervisor,and instructor to a facilitator of learning,who helps their students become more independent,show more responsibility for their learning.As a strategy trainer,he should have the adequate knowledge about the language learning strategies himself,and then he can be qualified to be a successful and effective trainer.He must train his students to be an independent learner,who can take charge of his own learning.

References:[1]Catherine Y,Kinoshita.Integrating Language Learning Strategy

Instruction into ESL/EFL Lessons[J].On The Internet TESL Jour-

nal,2003,4.http://itesli.org/Techniques/Kinoshita-Strategy.html.[2]Chamot A U,O’Malley J M.The CALLA handbook:Imple-

menting the cognitive academic language learning approach

[M].Reading,MA:Addison-Wesley,1994.

[3]Cohen A D.Strategies in learning and using a second language

[M].NY Addison Wesley Longman Limited,1998.

[4]Cohen A D.Strategies in learning and using a second language[M].

Beijing:Foreign Language Teaching and Research Press,2000.

[5]Ellis R.Second language acquisition[M].Oxford:Oxford Univer-

sity Press,1997.

[6]O’Malley J M,Chamot A U.Learning strategies in second language

acquisition[M].Cambridge:Cambridge University Press,1990.

[7]Oxford R.Language learning strategies:What every teacher

[13]程晓堂,郑敏.英语学习策略—从理论到实践[M].北京:外语

教学与研究出版社,2002.

摘要：目前,在外语教学界,人们开始更多的关注培养学习者的学习自主能力问题。该文作者从策略培训的目的、内容等方面探讨了策略培训的问题,并为语言教师提供了培训的模式,指出了教师在策略培训中所起到的作用。最后,文章指出策略培训的必要性,其最终目的是要提高学生的学习自主能力。

英文培训总结 篇3

2、PBL理念对我国双语师资培训的影响

双语师资培训，是人力资源管理中的一个环节，即员工培训的一种实践延伸。目前，从我国双语教学的师资队伍组成来看，主要有外籍教师、国内教师和“海归派”教师。根据双语教学的特点，最符合开展双语教学要求的人员是 “海归派”教师，因为他们既在国内取得相关专业硕士以上的学历，又在英语国家的高校留学或从事专业课教学，但是这样的教师数量有限，最多的还是国内教师，而国内双语师资队伍学历层次普遍较低，缺乏专门的双语培训。但是双语教学对师资有较高的要求，要具备运用英语的综合能力，要有扎实的专业理论知识，还要有先进的教学理念和方法。其中运用英语的综合能力是双语教师应该首要具备的条件。目前国内双语师资的培训几乎还是空白，没有形成一定的体系[1]。但是笔者认为如果运用PBL理念对双语教师进行培训一定会收到良好的效果。因为首先进行双语培训的教师都是有一定的教学经验，对学习知识有较强的自治力，能够正确对待PBL理念中混乱、结构不良的情境，能够充分发挥积极性和主动性，独立思考，运用以往的知识去解决在这种不良情境中遇到的问题，对于教师提出的问题能够自觉的思考和探索，因而能取得良好的培训效果。其次，语言的习得本身也需要营造一种情境。在我国，双语师资的培训主要是培训英语，英语作为一种语言，不能仅仅依靠传统的教师讲授、学生被动的接受，而非常需要一种语言环境，哪怕是混乱的语言环境，才能最大限度的锻炼双语教师听、说和理解英语的能力。

基于此，英文电影是PBL理念指导下的双语师资培训的最佳选择方式。借助于英文电影，使受培训的双语教师掌握运用英语的综合能力。所以英文电影对于PBL理念指导下的双语师资培训有着特殊的意义。

3、英文电影对于PBL理念指导下的双语师资培训的特殊意义

3.1 英文电影为PBL理念指导下的双语师资培训提供自然的语言环境

著名的语言教育学家克拉申提出的第二语言知识的习得中就专门提到在自然的语言环境中习得是一种行之有效的方法。英文电影为双语培训教师提供了一个习得语言知识的条件，把双语培训教师置身于英语国家人民所处的语言环境中，了解和掌握真实的英语交际中语词的运用。而依据 PBL理念，接受培训的教师基本上都没有在英语国家留学的经历，所掌握的英语知识和技能都是经过课堂培训而习得，是中国式的英语，他们在接触英文电影的时候，一定有生疏、不适应的感觉，就相当于把他们置于混乱、结构不良的情境中。由于没有中文，在视听的过程中，他们只能用英语进行思维，快速唤起对以前知识的回忆，他们必须要独立思考每句话的含义和故事情节的发展，依靠自己的努力去理解电影的故事梗概，然后回答教师针对电影提出的问题。随着观看英文电影次数的增加，对于这种混乱、结构不良情境的适应，加之指导教师的点拨，双语培训教师对电影语言的理解会逐渐增多，对故事情节的发展会逐渐把握，进而慢慢的把这种混乱、结构不良情境梳理为正常的情境，使他们完全适应这种自然的语言环境，所以一定能够取得良好的培训效果[2]。

3.2 英文电影使PBL理念指导下的双语教师学习到大量口语化的语词

英语国家的语言和汉语一样也有口语和书面语之分。人们日常交际的语词基本上都是口语。双语教师在实际的教学过程中也只有以口语为主，才能把较为深奥的课程讲得明白透彻。所以口语语词的习得对双语教师尤为重要。英文电影恰好为双语教师提供了学习英语口语的最佳途径。一般情况下，受培训教师的英语语词的习得，基本上都是通过以前的课堂教学来完成，教师讲授，然后学生练习，或者听与教科书配套的录音磁带，但是一下课或者脱离了磁带就失去了学习英语的语言环境，使大量习得的语词没有被强化，造成了想说却不知如何表达的现象。再者，课堂上习得的语词以书面语居多，口语化较少，而英文电影就是以口语为主的语言，里面有大量的口语，甚至还有俗语、俚语。在开始观看英文电影的时候，被培训的双语教师可能由于语音不纯正，语速稍慢，跟不上电影语言的节奏，从而影响了口语化语词的习得[3]。但是受培训教师能充分发挥主观能动性，克服畏难情绪，经过自己不断的努力和坚持不懈的训练，在教师的适时引导下，最终会能听懂很多的话语，并且慢慢熟知在什么样的情境下会出现什么语词，最终达到掌握大量英语口语语词的目的。这种采用PBL理念的培训效果要大大优于课堂教学。

3.3 英文电影使PBL理念指导下的双语教师掌握英语国家的文化

双语教学的目的是将学生的外语或第二语言，通过教学和环境，经过若干阶段的训练，使之能代替或接近母语的表达水平。要达到这个目的，既不仅能用口语讲授一些专业课程，而且要熟知英语国家的文化，包括风俗习惯、表达感情的方式、说话的语气语调、所使用的态势语言等等。这些知识在PBL理念指导下的英文电影教学模式中都可以习得[4]。受培训的双语教师通过观看多部英文电影，就可以慢慢熟悉英语国家的这些文化特征，然后在自己的口语训练上进行模仿，可以采用自己训练与他人对话相结合的形式。最恰当的方法就是在教师的指导下，设计一定的场景，围绕着一个主题进行对话训练。这样持续不断的观看英文电影和实际训练相结合，一定能使双语教师的培训取得圆满的成功。

结语

PBL理念是适合我国进行双语师资培训的教学理念，而英文电影在PBL理念指导下的双语师资培训具有的特殊意义，主要表现在为双语师资培训提供自然的语言环境，使双语教师学习到大量口语化的语词和掌握英语国家的文化。让双语教师在PBL理念的指导下观看大量的英文电影，就能使他们习得做一名合格的双语教师的所具备的优秀品质，最终能在双语教学课堂上发挥重要的作用。

[1]姚旎，论高校双语师资培训体系的构建[J]，四川省干部函授学院学报，2010.2

[2]李改梅，浅析国外原声电影对高中英语教学的促进作用[J]，教育战线，2010.5

[3]陈丹，浅析英美电影对英语语言文化的有效导入 [J]，南通航运职业技术学院学报，2010.1

培训老师英文简历表格 篇4