Bridging Theory and Practice: Teaching Business English Vocabulary through Communicative Approaches

Abstract

This article explores the gap between traditional and communicative approaches to teaching Business English vocabulary. A needs analysis of 55 high school students revealed strong preferences for communicative skills (presentations, customer relations) over grammar-focused instruction. Subsequently, an experiment compared vocabulary retention under three conditions: preparation for a standard test, a written essay, or a simulated job interview. Students expecting to use vocabulary communicatively — especially orally — significantly outperformed those preparing for rote memorization. The findings suggest that even partial integration of communicative strategies, grounded in CLT principles, can transform vocabulary learning from mechanical repetition into meaningful, context-rich acquisition. Theory, the article concludes, offers practical tools rather than abstract burdens for language teachers.