1 Introduction

Business English is specialized English that focuses on the international business field and emphasizes the cultivation of international and versatile talents. The Advanced Business English course is a key undergraduate course that covers topics such as economics, finance, management, law, and culture, aiming to cultivate students' English application abilities in the field of international business. Existing research mainly focuses on macro aspects such as curriculum design, objectives, and modes, with insufficient exploration of specific teaching modes such as curriculum content, discourse, knowledge types, discourse semantics, and subject competency development. This article is based on the theories of knowledge structure, semantic development, and diverse reading and writing abilities, exploring an advanced business English teaching model based on semantic chemistry knowledge, aiming to enhance students' diverse reading and writing abilities.

2 Theoretical Foundations

Explored the relationship between disciplinary knowledge and disciplinary language meaning systems, introduced Bernstein's classification of horizontal and vertical discourse, and Maton's legitimization code theory, emphasizing the importance of semantic dimensions. Martin and Martin u0026 Matruglio provide a systemic functional linguistic perspective on semantics through the concepts of existence and quality. The New London Group proposed a diversified reading and writing teaching model based on "design", which includes three parts: existing design, design process, and redesign, as well as four basic modules: real-life practice, clear guidance, critical framing, and transformational practice. These theories provide a theoretical foundation and operational means for the discourse and knowledge type analysis, teaching process guidance, and specific teaching program design of advanced business English courses.

Construction of Teaching Models for Advanced Business English Courses

In depth exploration was conducted on the construction of teaching models for advanced business English courses. Firstly, the types and characteristics of course knowledge structures were clarified. Taking the textbook "Advanced Comprehensive Business English" as the analysis object, the knowledge structure characteristics of different business themed discourses were revealed by examining conceptual functions, especially the use of nominalization, grammar, metaphor, and professional terminology. Legal discourse exhibits lower resemblance and higher technicality, while management discourse is the opposite. Next, the chapter discusses the semantic development model, pointing out that different types of discourse present a multi wave structure in semantic development. The waveform fluctuations of legal and financial discourse are significant, reflecting the frequent use of grammatical metaphors and professional terminology. In terms of teaching program design, a teaching program for cultivating diverse reading and writing abilities has been proposed, including four stages: real-life practice, clear guidance, critical framing, and transformational practice. Realistic practice emphasizes placing teaching in a real context, enhancing students' initiative in learning through methods such as listening, speaking, audio-visual, and situational approaches. In the clear guidance section, teachers use metalanguage to explain teaching difficulties and key points, helping students understand nominalization, grammar, metaphor, and professional terminology. The critical framing process encourages students to evaluate the value and ideology of the discourse, cultivating critical thinking. Finally, the practical conversion stage allows students to apply theoretical knowledge to practice and create new meanings. The entire chapter emphasizes that the design of teaching modes should adopt different teaching procedures and methods based on the types and characteristics of discourse knowledge structures in different units, in order to achieve the goals of subject knowledge teaching.

4 Conclusion

The Advanced Business English course integrates English and business knowledge, aiming to enhance students' ability in the subject of Business English. The research focuses on teaching programs for knowledge structure, semantic development, and diverse reading and writing abilities. The course knowledge structure is a horizontal knowledge structure in vertical discourse, adopting a multi waveform semantic development model. The teaching program includes real-life practice, clear guidance, critical framing, and transformational practice. The research has developed a teaching model for cultivating diverse reading and writing abilities, which provides inspiration for teaching reform and student ability development. It is expected to be applied to business English courses, change the way knowledge is taught, and enhance students' diverse business reading and writing abilities.