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With trade between China and the world deepening, learning the Chinese language worldwide is becoming more in-depth into the application level. Teaching Chinese, especially business Chinese, is on the rise. Thus teaching business Chinese has become a growing concern of teaching Chinese as a foreign language. Materials in Chinese language teaching and foreign language teaching account for a relatively important part of the position, which are the representation and demonstration of the overall design, as well as the basis for teachers to take on activities and hold tests. They are also the main source for second language learners to get access to corpus. Therefore, preparation of teaching materials on Chinese trade and economic research and analysis is very important and meaningful.This article studies on business Chinese teaching materials in terms of theory, content, vocabulary, grammar, exercises, and many other after-school research and analysis. Modification and comments of the written materials as well as suggestions are made for editing future Chinese teaching materials. First, by comparing the contents of research materials (Business Chinese ABC, editor: Liu Liying, Beijing Language and Culture University Press, 2002 edition versus Chinese For Economics and Trade, editor: Jin Yiping, Beijing Language and Culture University Press, 2009 edition), statistics are taken with respect to presentation of lessons, types of text and grammar points.Then, through further analysis on statistical data from different angles as the chapter structure, this article shows whether those teaching materials explain a certain economic phenomenon or point out economic problems. And at the same time it identifies similarities, differences and problems within those materials. From the learner’s needs in learning and work, it focuses on analysis and discussion of two materials in the arrangement of articles, and shows whether they can effectively improve the learner’s ability in speaking and reading as well as whether they express themselves fluently, correctly and appropriately, and whether the learner is able to meet or exceed the intermediate stage of language teaching objectives. With regard to a learner’s cognitive field, we’ll see whether these following materials meet the needs of the learners: knowledge of Chinese and business Chinese language (pronunciation, vocabulary, grammar, discourse and style etc.) including commonly used words and phrases, terms, specific meanings for general expressions, as well as features and deviation of general terms in the trade language, such as uncommon collocations, high frequency words, sentence patterns, types and structure of grammatical patterns, grammatical structure, discourse structure, structure rules, stylistic features and rhetorical devices, etc. This article also tells us whether these teaching materials help learners gain further perception and understanding of business negotiation and Chinese culture as well.Finally, through the above-mentioned analysis and comparison, the author puts forward his/her own views and suggestions on the preparation of teaching materials, with a view existing benefits can be carried on and the shortages can be avoided in later works on editing teaching materials for business Chinese.
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