商务汉语凭借其在商贸活动中扮演的重要角色，受到越来越多学习者的欢迎。在庞大的学习需求刺激下，各种商务汉语教材应运而生。学好汉语最基本的需求就是找到适合的教材。因为教材是教师进行汉语教学的主要材料，也是学生学习的重要参照，教材的质量直接影响到学生的学习效果。而教材词汇的编写在很大程度上决定了教材的质量。因此，笔者结合自己的教学实践，选取《新丝路·中级速成商务汉语》、《商务汉语 101》、《汉语商务通·中级口语教程》三部商务汉语口语教材进行词汇对比研究。

      本文主要研究三部教材词汇的收录情况与编排情况，包括教材的词汇量、等级分布、词汇构成、共选词汇情况与词语表编写体例、词汇练习及词汇复现率等。同时，以使用《新丝路·中级速成商务汉语》教材的柬埔寨皇家科学院孔子学院商务汉语班的学习者为调查对象，调查分析其对教材的实际使用感受，从学习者的角度分析教材的词汇收录及编排情况。

      通过对三部教材词汇的统计分析，本文对教材的词汇收录与词汇编排都得出了一些有意义的结论。

       在词汇收录方面，第一，关于中级阶段商务汉语口语教材的词汇量，将“500核心词汇+200 供替换的词汇”定为收录总量比较合适；将 10 个词汇作为口语教材单课词汇量的标准比较合适，并可根据课文的难度及篇幅进行上下浮动，但每课词汇量相差不应超过赵新、李英（2006）建议的 5~8 个标准；第二，应尽快建立《商务汉语词汇等级大纲》，为各阶段的商务汉语教材收录词汇提供参考依据；第三，在中级商务汉语口语教材词汇选词方面，可将商务词汇与通用词汇的比例标准定为 1：1.2；第四，同类中级商务汉语口语教材选编词汇时，可适当参考这三部教材的共选词汇。

      在词汇编排方面，第一，中级阶段商务汉语口语教材生词表编写体例可采取“序号+生词+词性+拼音+英语释义”的编写方式；第二，对一些较为专业的词语进行中文注释并配备英文释义；第三，可在课文中将本课所学词汇尤其是商务词汇标示出来；第四，每单元后应适当设置练习题；可设置十种左右的练习题型，尽量包括对词汇的单项练习、词汇在句子中的练习及词汇在语境中的练习等三种方式，兼具固定性与灵活性；练习题的安排要遵循由浅入深、由易到难的原则。

       Business Chinese is welcomed by more and more learners because of its important role in business activities. Under the stimulation of huge learning needs, various business Chinese textbooks came into being. The most basic need to learn Chinese well is to find suitable textbooks. Because the textbook is the main material for teachers to teach Chinese and an important reference for students to learn, the quality of the textbook directly affects the learning effect of students. The compilation of textbook vocabulary largely determines the quality of textbooks. Therefore, combined with my own teaching practice, the author takes the vocabulary of intermediate business Chinese spoken textbooks as the research object, and selects three business Chinese spoken textbooks : ' New Silk Road · Intermediate Speed Business Chinese ', ' Business Chinese 101 ', and ' Chinese Business · Intermediate Spoken Course ' to conduct a comparative study of vocabulary. 

     This paper mainly studies the collection and arrangement of vocabulary in the three textbooks, including the vocabulary size, grade distribution, vocabulary composition, co-selected vocabulary, vocabulary table compilation style, vocabulary practice and vocabulary repetition rate. At the same time, taking the learners of the business Chinese class of the Confucius Institute at the Royal Academy of Sciences of Cambodia who use the ' New Silk Road · Intermediate Fast Business Chinese ' textbook as the survey object, this paper investigates and analyzes their actual use of the textbook, and analyzes the vocabulary collection and arrangement of the textbook from the perspective of learners. 

       Through the statistical analysis of the vocabulary of the three textbooks, this paper draws some meaningful conclusions on the vocabulary collection and vocabulary arrangement of the textbooks. 

       In terms of vocabulary collection, first of all, with regard to the vocabulary size of oral business Chinese textbooks at the intermediate stage, it is more appropriate to set ' 500 core vocabulary + 200 words for replacement ' as the total amount of vocabulary collected ; it is appropriate to take 10 words as the standard of vocabulary size in a single lesson of oral teaching materials, and it can be up and down according IIABSTRACT to the difficulty and length of the text, but the difference of vocabulary size in each lesson should not exceed the 5-8 standards recommended by Zhao Xin and Li Ying ( 2006 ). Second, a scientific and reasonable ' Business Chinese Vocabulary Level Outline ' should be established as soon as possible to provide a reference for the vocabulary included in business Chinese textbooks at all stages. Third, in terms of vocabulary selection in intermediate oral Chinese textbook, the Proportion standard of business vocabulary to general vocabulary can be set as 1 : 1.2 ; fourth, when selecting vocabulary in similar intermediate business spoken Chinese textbooks, the co-selected vocabulary of these three textbooks can be appropriately referred to. 

       In terms of vocabulary arrangement, first, the writing style of the new vocabulary of business Chinese spoken textbooks in the intermediate stage can adopt the writing method of ' serial number + new words + part of speech + pinyin + English interpretation ' ; secondly, some more professional words are annotated in Chinese and equipped with English definitions ; thirdly, the vocabulary learned in this lesson, especially business vocabulary, can be marked out in the text ; fourth, exercises should be set appropriately after each unit ; about ten types of exercises can be set up, including the single practice of vocabulary, the practice of vocabulary in sentences and the practice of vocabulary in context, which are both fixed and flexible. The arrangement of exercises should follow the principle of from shallow to deep and from easy to difficult.