1 Introduction

Since the mid-1990s, the economic and trade relations between China and Germany have become increasingly close, and China has become Germany's most important trading partner, leading to an increased demand for German speaking economic and trade talents. In order to meet market demand, German majors in Chinese universities have expanded to fields such as diplomacy and economics, cultivating versatile German language talents. However, there are problems in the teaching of Economic German, such as a lack of unified teaching concepts and models, and arbitrary selection of teaching resources. This article aims to define the concept of "Economic German" from a linguistic perspective, explore its pedagogical significance, construct an economic German teaching model that meets the requirements of the times and is suitable for China's national conditions, and address issues related to the definition, teaching objective system, and teaching model construction of Economic German.

2. Current research status at home and abroad

Since the 1980s, driven by economic globalization, there has been an increase in German language teaching practices in foreign countries, but foreign research results are difficult to guide teaching in Chinese universities. The teaching of German Economic Language is mainly aimed at non-native German speaking students and practitioners majoring in economics, and is divided into two categories: "Economic German" and "Career oriented German courses", with significant differences in teaching content and methods. The teaching of economic German in Chinese universities mainly targets German major students, and specific issues need to be analyzed on a case by case basis. Domestic research is relatively backward, with only 15 relevant literature retrieved from China National Knowledge Infrastructure between 1998 and 2024. In 1999, Zhao Jin conducted a language needs survey at Huade Enterprise and found that Chinese graduates majoring in German lacked abilities in oral communication, economic knowledge, cross-cultural management, and other areas. Schroeder proposed reducing the specialization in economics and language, with a focus on cultivating students' cross-cultural communication flexibility and autonomy. Liu Fang established a diversified curriculum goal system guided by abilities, including professional competence, cross-cultural competence, methodological competence, and social competence. These research findings provide reference and inspiration for this article.

The concept of "Economic German" and its specialized language features

Explored the concept of "Economic German" and its specialized language features. Economic German, as a professional language, has gone through three stages of development in its research: language system orientation, pragmatic communication orientation, and cognitive psychological orientation. Hoffman defines specialized language as a means of communication used within a professional field, and divides specialized language into different levels based on the degree of specialization and sub language. Economic German has unique features in terms of vocabulary, syntax, and pragmatics: at the lexical level, economic symbolization is achieved through compound word formation, metaphorical word formation, and the infiltration of foreign words; At the syntactic level, it has programmatic features and reflects a structured expression of economic rationality; At the pragmatic level, it is the projection of business culture into language, such as the values and implicit value judgments in policy texts. Understanding these features can help improve the efficiency of terminology acquisition, the standardization of business text writing, and the cultural sensitivity of foreign language learners.

The Goal System of Economic German Teaching

The goal system of teaching Economic German was discussed, emphasizing the three characteristics of professionalism, specialized language, and cross-cultural nature of Economic German. Professionalism involves three application areas: economics, economic institutions, and daily economic activities; Specialized language includes three levels: theoretical language, professional language, and everyday language; Cross culturalism focuses on cultural elements in economic exchanges between different countries. The teaching of Economic German should achieve a three-dimensional goal system of professional cognitive ability, language action ability, and cross-cultural competence, cultivating students' professional cognitive ability, specialized language action motivation, and cross-cultural communication ability.

New Exploration of the Teaching Mode of Economic German

This article explores a new teaching model for economic German language in German majors in Chinese universities, aiming to achieve three-dimensional ability goals. Firstly, enriching teaching resources through professional corpora, cultivating students' data-driven learning abilities, and solving the problems of insufficient textbooks and teachers' lack of practical experience in the economic field. Secondly, project-based classroom teaching activities are adopted to enhance students' professional abilities in the field of foreign economic and trade, including language application, professional knowledge, problem-solving, learning new knowledge, and teamwork skills. Finally, in conjunction with practical teaching activities, cultivate students' innovation and entrepreneurship abilities, such as organizing professional practical courses and enterprise internships, allowing students to apply the knowledge they have learned to practical work. The exploration and innovation of these teaching modes will help improve the quality and effectiveness of economic German language teaching.

6 Summary

It emphasized the strong demand and market-oriented nature of economic German teaching in German majors in Chinese universities, and pointed out the shortcomings of teachers and students in terms of their foundation in economics and work experience in the economic field. Based on the research of specialized German language, economic German teaching should reflect professionalism, linguisticality, and cross-cultural competence, and achieve the three-dimensional goals of professional cognition, language action, and cross-cultural competence. The author proposes an economic German language teaching model tailored to China's national conditions, including the use of professional corpora, project-based classrooms, and practical teaching activities to enhance students' professional and innovative abilities. These explorations have shown the potential to improve classroom efficiency and teaching effectiveness in teaching practice.