Business English Vocabulary Between Eastern and Western Countries

Business English is a branch of English for Specific Purposes. Teaching and learning methods derives from register analysis to text and rhetoric analysis, from situation analysis to study strategies and linguistic skills. This reflects that pedagogical approaches and ways of learning are becoming more and more detailed and are being put more emphasis on language units, or on words rather than the whole passage. As is known to all, if the vocabulary we use is not professional, how can the whole sentence turn professional?

Because of its particularity, the intention of Business English is to put communicating skills into practice. Therefore, learning vocabulary should be based on context and more importantly, it should be under a relative environment (or we create one), with intensified practice. According to the theory of pedagogy, there are four popular approaches of teaching vocabulary: Direct Approach by V. W. Vietor (1882), Lexical Chunk Approach by Michael Lewis (1993), Context Approach by Molinowski (1923), and Task-oriented Approach by N. Prabhu (1982). Currently in Chinese classes, teachers prone to the first two approaches, while in French classes, teachers prefer the latter two approaches.

On the basis of ESP Theory, it has the characteristics of authentic material, purpose-related orientation, and self-direction (Carter, 1983, 131-137). Then new approaches for Business English teaching sprout, such as case teaching, like a doing a project, and audio-visual instruction, as projectors are available in classrooms. New words come to life when taught by these methods. Currently, these methods become prevailing in both Chinese and French classes.

The author of the paper collected all the possible effective methods of teaching vocabulary that are used in today's class, and intended to use questionnaire method, which means to make a questionnaire for Chinese and French students who have taken vocabulary course in the university. The questionnaire consists of 10 questions, including students' degree of satisfaction with current teaching methods, students' adaptability to up-to-date teaching methods, etc., in search of the merits and deficiencies in those teaching methods, and brand-new teaching approaches suitable for students in China ,or if possible, in both countries.

The research will showcase that Chinese teachers prefer direct means to teach vocabulary, which is repetition and dictation, while French teachers emphasize on visual and auditory means in introducing new items and glossary, by watching movies and documentary films. This tendency has its cultural and traditional factors. It also embodies that for task-oriented approach, like group discussion and presentations, it can not only be used in specialized courses in native languages, but it can be used in vocabulary classes as well. But French classes would regard new words as focus when they make presentations, i.e., to utilize all new