ABSTRACT

I. Problem Statement

Like every professional genre, business English one exists as agenre in itself, with many subgenres and it is characterized by certain lexical, semantic and stylistic patterns. As regards its lexicon, this one represents the demarcation line between general English and business English, especially in areas such as: finances, banking, marketing. Business English genre has long been a topic of interdisciplinary research in specialist literature. On the one hand, ESP specialists have been preoccupied to find and exploit the best and the most suitable teaching methods with emphasising on the functional and notional aspect of business English. On the other hand, linguists have focused on analysing the lexical, semantic and stylistic features of business English genre.

II. Purpose of Study

The aim of the paper is to dwell on the characteristics of the business English genre and its sub-genres. The differences between the business English lexicon and the general English one will be exploited from a lexical and pedagogical perspectives.The paper also makes reference to the cultural implications which play an important role in the teaching of business English.

III.Methods

One step in our approach would be increasing students`awareness of the business English vocabulary and of the differences existing between general English and business English. Among the best ways of exploiting the lexical differences arising between general English and the business English genre, mention should be made of the use of corpora. To this end, the instruments used in our approach include authentic material. For the business English teacher corpora represent an advantage and at the same time an opportunity which can facilitate students` acquisition of the business English genre. In this way business English students are more ready to make the difference between business English vocabulary and general English one and they will acquire more easily words such as: interest, futures, securities, assets. Basically, the set of skills acquired by a foreign language student is very similar with the one a business English student will be empowered with. The business English student will not build extra skills, different from the ones acquired while learning general English. Generally, business English students need oral communication skills in their job. To meet these needs, the teaching of business English must focus more on communication skills and task-based skills, such as case studies, role play and simulation tasks. Through these activities the teaching process must integrate specialized vocabulary and communication skills.

IV. Findings and Results

The development and expansion of the international business world has called forth the integration of the business owners and entrepreneurs into this professional environment. The instrument of this integration is of linguistic nature and as a consequence business English was imposed as the lingua franca of international business. As a consequence, lots of business English courses have been designed to facilitate and improve students` needs and skills of business English. Teachers have had to adjust their teaching methods so as to keep up with the students`needs and necessities.

V. Conclusions

From a pedagogical point of view the differences existing between general English and business English refer to the teaching methods, which should integrate authentic material into the business English class and to the course design, with focus on the communication skills and tasks. From a lexical point of view the difference between general English and business English lies in vocabulary.

This makes it difficult for business English students to identify and acquire specialized vocabulary. Such difficulties may arise in producing language, when students use lexical units which are not appropriate for the business context, when they associate lexical units which do not usually collocate, or in translation when students easily mistake general English lexical units for business English ones.

Thanks to corpora there is a large range of teaching materials which business English teacher can make use of, it is therefore easier for teachers to resort to already existing corpora to facilitate the acquisition of business English vocabulary.