日本留學英語申請

日本留學英語申請1

　　Dear ,

　　In connection with my application for acceptance into your Ph.D. program, Iam enclosing the following statement concerning my life, professionalactivities, and tentative future plans.

　　I was born in Xiamen, Fujian Province in China on November 8, 1969. Later,my family moved to Beijing where I grew up. I am from a family of academics. Myfather is a professor of linguistics and Chief of the University Journal Agencyof Beijing Language and Culture University (formerly Beijing LanguageInstitute). My mother is a professor at the same university and teaches Chineseas a foreign language. From 1991 to 1993, my mother taught Chinese at WittenbergUniversity, Ohio and Indiana University at Bloomington. She encouraged me toapply for admission to advanced programs in the U.S.

　　I graduated from high school in 1988, and received the highest scores in myschool at the National Entrance Examination for Universities. This made me an“Honor Student” at the national level. Upon acceptance to Beijing Language andCulture University, my major became English, with minors in linguistics, Frenchand computer science. I was awarded consecutive scholarships for all four yearsin college. During my college years, I became more and more interested inlinguistics. My senior year was largely devoted to topics in linguistics, and myrequired thesis work focused on the influence of cultural and educationalfactors upon the Chinese and English languages.

　　After college, Beijing Science & Technology University employed me. Forthe first year and a half I was assigned to a project aimed at creating improvedcomputer program for idiomatic English-Chinese & Chinese-Englishtranslations. This project proved me with considerable experience linguistics,and further improved my understanding of the subtleties of both English andChinese.

　　Since the project completion, I have been teaching intensive Englishcourses at Beijing Science and Technology University. Since July of 1993, I havetaught English listening comprehension at Beijing Language and CultureUniversity. The latter classes are part of a program that provides adult Chineseprofessionals with opportunity to improve their English.

　　My interest in linguistics is initially based on my desire to bettercomprehend the English language, and, in the process, learn more about my ownlanguage. China is now opening and engaging in ever expanding cultural andfinancial relations with the English-speaking countries of the West. It hasstruck me, as it may have occurred to many of my compatriots that negotiationsto bring about these new and improved relations sometimes break down because ofmutual ignorance about each other’s languages. I am aware that this has been apopular problem for study, among Americans engaging in business and otherfields, but I am not aware of any serious attempt to research this problem froma Chinese point of view.

　　Through my work in the U.S., I would hope to contribute to a betterunderstanding of the problems inherent in the deep differences between the twolanguages.

　　I recognize that a thesis project in most graduate schools is chosen afteron has studied in various programs in a department and after extensivediscussion with one’s professors. Nevertheless, I would hope that investigatingsocio-cultural differences between English and Chinese might be considered asuitable topic. Such a study would focus on the cultural, historical,traditional and educational factors, which influence the two languages, andsignificantly contribute to possible misinterpretations.

　　My long-term plan is to continue working on comparative aspects of Englishand Chinese linguistics. I strongly desire to work in an academic environmentcombining teaching, research and writing.

　　I heard that your English/Linguistics Department has a reputation foracademic excellence. I am applying to your program because I desire the besteducation possible for my professional career.

　　Yours sincerely,

日本留學英語申請2

　　一、英語成績的重要性

　　1、分學校

　　頂尖(jian)的(de)(de)(de)(de)大學(xue)(xue)基本(ben)上對(dui)英(ying)語都有一定(ding)的(de)(de)(de)(de)要求，而(er)且學(xue)(xue)生的(de)(de)(de)(de)英(ying)語成績如果比較好的(de)(de)(de)(de)話，優勢也是很(hen)大的(de)(de)(de)(de)。

　　2、看專業

　　像(xiang)是(shi)(shi)商科、計算機等(deng)等(deng)的專業會有(you)(you)英(ying)(ying)(ying)(ying)語(yu)(yu)的要(yao)求(qiu)，而且要(yao)求(qiu)還(huan)比(bi)較高(gao)。如(ru)果學(xue)生是(shi)(shi)用英(ying)(ying)(ying)(ying)語(yu)(yu)成(cheng)績(ji)(ji)來(lai)申請的，必然能夠表現(xian)出自己有(you)(you)足夠高(gao)的能力。所以英(ying)(ying)(ying)(ying)語(yu)(yu)成(cheng)績(ji)(ji)是(shi)(shi)需(xu)要(yao)的，但并非是(shi)(shi)必要(yao)的。另外(wai)同一專業在(zai)(zai)不同的學(xue)校(xiao)里，可能英(ying)(ying)(ying)(ying)語(yu)(yu)的要(yao)求(qiu)不一，還(huan)是(shi)(shi)要(yao)看學(xue)校(xiao)的具體(ti)要(yao)求(qiu)，再去準(zhun)備英(ying)(ying)(ying)(ying)語(yu)(yu)。有(you)(you)的學(xue)校(xiao)會明(ming)確(que)學(xue)生需(xu)要(yao)多少的.英(ying)(ying)(ying)(ying)語(yu)(yu)成(cheng)績(ji)(ji)，但有(you)(you)的并沒有(you)(you)這樣的明(ming)確(que)要(yao)求(qiu)。因此，如(ru)果想(xiang)用英(ying)(ying)(ying)(ying)語(yu)(yu)申請，還(huan)是(shi)(shi)要(yao)按(an)照學(xue)校(xiao)的要(yao)求(qiu)來(lai)看，大家在(zai)(zai)準(zhun)備的時(shi)候是(shi)(shi)需(xu)要(yao)仔細(xi)理解的，因為(wei)需(xu)要(yao)英(ying)(ying)(ying)(ying)語(yu)(yu)成(cheng)績(ji)(ji)與需(xu)要(yao)多少分的英(ying)(ying)(ying)(ying)語(yu)(yu)成(cheng)績(ji)(ji)，其中的區(qu)別是(shi)(shi)非常大的。

　　二、需要讀語言學校嗎？

　　如果覺得自己的日(ri)語(yu)(yu)(yu)已經是(shi)能(neng)(neng)夠跟別(bie)人進行日(ri)常交(jiao)流的水(shui)平，那(nei)么(me)其實可以直接用(yong)電子郵件(jian)去聯系學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)的教授了(le)(le)。但(dan)如果沒能(neng)(neng)到(dao)(dao)這(zhe)(zhe)樣的水(shui)平，最好還是(shi)去學(xue)(xue)(xue)(xue)(xue)語(yu)(yu)(yu)言(yan)。其實很多(duo)申請(qing)大(da)學(xue)(xue)(xue)(xue)(xue)院的這(zhe)(zhe)些學(xue)(xue)(xue)(xue)(xue)生(sheng)，在(zai)申請(qing)前一(yi)般都沒有(you)日(ri)語(yu)(yu)(yu)基礎的。而他們(men)為(wei)了(le)(le)能(neng)(neng)夠盡快入學(xue)(xue)(xue)(xue)(xue)去進行學(xue)(xue)(xue)(xue)(xue)術交(jiao)流，通(tong)常會選擇(ze)去讀語(yu)(yu)(yu)言(yan)學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)，既能(neng)(neng)提(ti)升(sheng)日(ri)語(yu)(yu)(yu)，也(ye)能(neng)(neng)在(zai)語(yu)(yu)(yu)言(yan)學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)里體驗日(ri)本的教學(xue)(xue)(xue)(xue)(xue)方式。當他們(men)覺得差不多(duo)準(zhun)備好了(le)(le)，就(jiu)(jiu)開始(shi)給教授發郵件(jian)進行聯系了(le)(le)。在(zai)語(yu)(yu)(yu)言(yan)學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)作用(yong)主(zhu)要就(jiu)(jiu)是(shi)提(ti)高日(ri)語(yu)(yu)(yu)水(shui)平，以及適應當地生(sheng)活(huo)這(zhe)(zhe)兩種(zhong)。但(dan)大(da)家來語(yu)(yu)(yu)言(yan)學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)就(jiu)(jiu)讀之前，最好日(ri)語(yu)(yu)(yu)水(shui)平已經能(neng)(neng)夠到(dao)(dao)N3或者N2的水(shui)平，這(zhe)(zhe)樣就(jiu)(jiu)不需要在(zai)語(yu)(yu)(yu)言(yan)學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)里從基礎慢(man)慢(man)學(xue)(xue)(xue)(xue)(xue)起了(le)(le)。而且這(zhe)(zhe)樣也(ye)能(neng)(neng)節省時間和資(zi)金。

　　當然如果覺(jue)得(de)自己(ji)(ji)自制(zhi)(zhi)力比較好(hao)的(de)(de)學(xue)生，可以(yi)嘗試直接聯系(xi)教授(shou)，然后(hou)進(jin)入該教授(shou)的(de)(de)研究(jiu)生院(yuan)去(qu)學(xue)習(xi)。其實(shi)有很多學(xue)生覺(jue)得(de)語(yu)(yu)言(yan)學(xue)校(xiao)(xiao)學(xue)不到(dao)什(shen)么，日語(yu)(yu)進(jin)步還很慢(man)，但這個是(shi)要看(kan)自己(ji)(ji)的(de)(de)學(xue)習(xi)能力的(de)(de)，如果本(ben)身(shen)自制(zhi)(zhi)力不好(hao)，就算是(shi)在頂尖的(de)(de)院(yuan)校(xiao)(xiao)里(li)就讀(du)也一樣學(xue)不到(dao)東西。但基本(ben)上去(qu)讀(du)語(yu)(yu)言(yan)學(xue)校(xiao)(xiao)的(de)(de)學(xue)生，最(zui)終都能通過了(le)N1或者是(shi)N2的(de)(de)等(deng)級考試。

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