Exploration Of BE Vocabulary Teaching Method For Pre-experienced BE Learners

Vocabulary is considered a vital core in learning a language. As the cornerstone of language acquisition, vocabulary acquisition exerts direct influence on language competence and sociability. So it is with Business English teaching. General English theories on vocabulary teaching and various vocabulary teaching strategies are of great benefits in general language proficiency. However, to pre-experienced BE learners who require both language competence for a specific purpose and business knowledge, General English vocabulary teaching theories and strategies do not go well with their needs.Comparatively, the attention to Business English is far less than that to General English. In China, Business English teaching for college students is in its infancy. Currently, Business English teaching mostly follow the various strategies applied to General English, or simulate kind of ESP approach popular abroad. However, those that are popularly used in foreign countries or in General English field are not necessarily catering to Chinese students' Business English teaching, we have to find out a specific approach with a view to the attributes of China's Business English teaching. From a BE teaching practice perspective, this paper makes an analysis of Chinese Business English learners' embarrassments and particularity that draws on the experience of General English teaching and ESP teaching. A framework on Business English lexis teaching—Word Expanding Approach is proposed as a creation to fit Chinese Business English learners' established thinking mode and learning habit. Chinese students commonly follow the acquiring patterns as word—phrase—sentence—paragraph—passage. Word Expanding Approach takes advantage of students' General English language competence, integrating the Business English teaching into the comparison and promotion of the GE competence. The expansion of BE vocabulary is conducted from comparison in meaning, word formation, collocation and word specification, from incidental pick and from perceptual cognition. Emphasis is put on imparting BE vocabulary acquisition strategies rather than the vocabulary itself and enhancing BE learners' awareness of strategy, thus cultivating their BE vocabulary intuition and linking up BE vocabulary teaching with their existing GE competence. This approach is attempted to facilitate BE teaching and learning and prepare BE learners better for future study and real communication.