Author: Fan Huailian, Kuang Ying

Abstract: The deepening of globalization and the advancement of the Belt and Road Initiative have brought China’s trade ties with other countries ever closer. Consequently, there is a growing demand for secondary vocational school graduates in foreign trade who possess business English communication skills. Business English vocabulary, which encompasses both general meanings and specialized business connotations, serves as the linguistic foundation for tasks such as foreign trade negotiations, business email writing, and customer reception in students’ future work. Vocabulary is the cornerstone of language, yet current Business English vocabulary instruction in secondary vocational schools largely follows traditional models like word reading and meaning recitation, leading to problems such as fragmented vocabulary memorization, weak contextual application, frequent Chinglish expressions, and students’ lack of initiative in vocabulary learning. The Lexical Chunk Approach, which takes prefabricated chunks as the core unit of teaching, can simplify vocabulary output and align with the learning situation of secondary vocational students, who generally have a weak English foundation. Based on the actual classroom practice of Business English in secondary vocational schools and supported by lexical chunk theory, this paper proposes implementation strategies for the Lexical Chunk Approach tailored to the secondary vocational classroom, aiming to optimize Business English vocabulary teaching and enhance students’ ability to use business vocabulary.

Keywords: lexical chunk approach, secondary vocational business English, vocabulary teaching, information processing theory

Article Info: Received: 05 Jul 2026; Received in revised form: 04 Aug 2026; Accepted: 09 Aug 2026; Available online: 14 Aug 2026

DOI: 10.22161/ijels.114.46