1、 Introduction

Business Chinese is a specialized language used in business situations, with specialized, formal, and contemporary vocabulary. International students face special challenges in learning business Chinese vocabulary, and learning strategies have a significant impact on language learning outcomes. This study focuses on undergraduate students majoring in finance and economics, using the Oxford scale design. Through interviews with students and teachers, the study analyzes the use of business Chinese vocabulary learning strategies, aiming to provide teaching suggestions, improve learning outcomes, and lay a foundation for professional learning.

2、 Scale design

This paper introduces the scale design of learning strategies for international students' business Chinese vocabulary, including basic information survey and learning strategy survey. The basic information survey involves gender, age, nationality, identity, mother tongue, and Chinese language learning time. The learning strategy survey adopts a five scale method, covering six aspects: memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. Direct strategies include memory, cognition, and compensation strategies, while indirect strategies include metacognitive, affective, and social strategies. The scale has been adjusted based on the characteristics of business Chinese vocabulary and previous research, with a total of 56 questions. In the cognitive strategy, the content of the search English model is adjusted, and the search for synonyms, antonyms, dictionary translation and classification learning are added. The importance of communicative use, sentence construction, and dictation has been added to metacognitive strategies. In the social strategy, the target of seeking help was adjusted from English teacher to Chinese teacher and Chinese friend.

3、 Survey results

Through a survey of undergraduate students majoring in finance and economics from Shanghai University of Finance and Economics in the 16th, 17th, and 18th grades who came to China, this study analyzed the use of business Chinese vocabulary learning strategies by international students. The survey was conducted using random sampling, with a total of 102 valid questionnaires collected and analyzed using "Wenjuanxing" and SPSS23.0. The questionnaire has good reliability, and the gender ratio of the surveyed students is balanced. The age group is mainly concentrated between 18 and 25 years old, with non Chinese students accounting for the majority. Most students have studied Chinese for more than 2 years, and their HSK levels are mainly at levels 5 and 6.

4、 Interview and Discussion

This chapter explores strategies for learning business Chinese vocabulary through interviews with 14 international students of different nationalities. International students generally believe that social strategies are the most effective and memory strategies are used the least. The learning of business Chinese vocabulary focuses on practical application, and Chinese character reading and writing are crucial for strengthening business communication. The problems encountered by international students in their studies include difficulty reading rare words, difficulty distinguishing synonyms, and difficulty understanding professional vocabulary. They usually solve these problems by looking up electronic dictionaries, searching online, or seeking help from teachers and friends. The creation of business scenarios is considered a key factor in improving learning outcomes, and international students hope that textbooks can be more closely aligned with actual business scenarios and increase situational exercises.

5、 Conclusion

Through statistical analysis, it was found that undergraduate students majoring in finance and economics have insufficient awareness of learning strategies for business Chinese vocabulary and need to be guided to use diversified strategies to enhance their vocabulary application abilities. Social strategies are most favored by international students, followed by metacognitive, compensatory, cognitive, affective, and memory strategies, with indirect strategies being used more frequently than direct strategies. International students have strong learning motivation, recognize the role of sentence construction and dictation, are willing to actively guess words, and are more inclined to learn in business situations. However, they still need to strengthen their connection with business topics and adjust their learning mentality. Individual factors such as age, identity, HSK level, and Chinese language learning time are related to learning strategies. For example, students aged 18-25 place more emphasis on repetitive memory, non Chinese students use card memory more, and HSK level 6 students tend to prefer metacognitive strategies. The concept of business scenario teaching is crucial for improving teaching efficiency. Teachers should run through the entire teaching process, use multimodal teaching methods, create business scenarios, encourage international students to read more financial news or comments, and read relevant articles to make up for the shortcomings of business scenario learning. At the same time, business Chinese teaching resources should also reflect business scenarios, such as establishing a specialized vocabulary teaching resource library and shooting micro lessons to teach relevant vocabulary.