| Nowadays, maritime safety has become the major task of IMO, which covers three main areas: safety of ship handling, maritime security-anti-terrorism on the sea, and marine environmental protection.For Maritime English learners in the university, a basic skill is to read IMO documents, and to be able to communicate in the maritime field. Through a questionnaire, it can be found that vocabulary is still the biggest handicap to the comprehension and production of Maritime English. Therefore, vocabulary teaching is still a crucial part in the Maritime English classroom.This is a three-layered research paper which can be described as from linguistic theory to practical research and then to real application.What is lying on the bottom are the theory of corpus linguistics, theory of English for Specific Purposes, theory of lexics and vocabulary teaching. They are the backbone of this research paper.Based on these backbone theories, the research process is carried out, which begins with setting up a one-million-word corpus of maritime safety. With the assistance of computer, the corpus is analyzed with all the words listed in frequency order. Then, a comparison is made between the Maritime English vocabulary and the general English vocabulary, say the National English Proficiency Test Band Four in this paper. Through the comparative analysis, differences between the two are found out and characteristics of Maritime English vocabulary are generalized.However, finding out the difference is not the end. This paper aims to trigger some implications on and provide useful guidance to the vocabulary teaching in Maritime English classroom. In this part, two suggestions are made. One is regarded to pre-teaching preparation, need analysis of ME learners; and the other one is regarded to teaching strategy, generalization and classification in ME vocabulary teaching. Besides, the importance of authentic materials in ME vocabulary teaching is also emphasized.
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