| This thesis is based on O'Malley and Chamot's classification of L2 vocabulary learning strategies and other scholars' studies. Through a questionnaire, vocabulary tests, and interviews from good business English learners, the author made an investigation into various kinds of vocabulary learning strategies employed by Business English majors at General English study and Business English study. The subjects participating in this investigation are 95 third year Business English majors from Lanzhou Polytechnical College. The specific questions which were investigated in this thesis are: (1) What vocabulary learning strategies are employed by the subjects at General English and Business English Learning respectively? (Can General English learning strategies be positively transferred to Business English learning by the subjects?) (2) Does there exist a certain correlation between vocabulary learning strategies and vocabulary scores of General English aad Business English and what strategies are often used by good Business English leamers? Detailed analyses of both the quantitative and qualitative data have yielded the findings as follows: 1). The frequency of some General English learning strategies and Business English learning strategies employed by Business English majors coincides, but the difference between General English learning strategies and Business English learning strategies employed by the subjects is apparent. More English learning strategies are obviously used in General English learning than in Business English learning. 2). There exists a certain correlation between vocabulary learning strategies aad vocabulary size of General English and Business English, and good Business English learners tend to positively transfer English learning strategies employed in General English learning into Business English learning. Based or analyses and results, the thesis suggests that Business English leamers should be specially trained for English learning strategies in Business English teaching. Specialized courses offered should be reasonable to make students without any professional knowledge set up schema associated with specific vocabularies in their mind, and make specific vocabularies enlarged rapidly. Business English learners can positively transfer General English learning strategies into Business English learning and transform General English teaming into Business English learning smoothly.The thesis includes six parts:Part One is to explain the reason and significance of choosing this topic as the topic of this thesis. Researchers hold the assumption that given effective learning strategies, ineffective learners could be in a better position to solve their problems in language learning, and effective learning strategies could lighten the learning burden on students. Furthermore, the study in learning strategies can produce effective teaching methods. Through investigating students' learning strategies, teachers improve teaching strategies and teaching methods to promote teaching results.Part two gives an overview of Business English background. Characteristics of Business English and differences between Business and General English teaching are introduced in this part. How to establishBusiness English courses is presented here according to the purposes and needs of Business English learners.Part Three provides a brief review of the studies of language learning strategies both abroad and in China. Research into language learning strategies began in the 1960s, since when a considerable amount of descriptive work has been carried out in this area. Much of this has clearly been influenced by developments in cognitive psychology. What is clear from cognitive psychology is that learners are far from passive in their learning; rather, they are actively involved in making sense of the tasks or problems with which they are faced in ofdtir to learn. When confronted with a learning task, learners have various resources at their disposal and make use of them hi different ways. Most of us have probably used some of the f...
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