Peculiarities of teaching a foreign language to lawyers students

Abstract

The language of law is a technical language, different from other technical languages such as mathematics or physics, as it is bound to the national legal system and has its own highly specialised terminology. In a language of special communication, the text is expressed in a special language or sub-language that is subject to specific syntactic, semantic and pragmatic rules. Purpose of the study: To examine the specific features of teaching a foreign language to lawyers students. A systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies and for collecting and analysing data from those studies. An excellent result of teaching legal English involves providing students with the ability to formulate speech with specific terminology and to develop their thinking about the law. Here's why teachers encourage discussion and role-playing to improve students' oral expression. An excellent method of developing listening skills in the absence of native speakers is video. We use this method with our class and it has proved very effective in attaining communication purposes. Teachers design all kinds of exercises for students and apply them while watching or post-viewing videos.

Language for Specific Purposes in the Framework of Criminal Justice and Security

“…There are reports corroborating this view even among language learners, who consider vocabulary learning in a legal English course to be the crucial communication-enabling element (see e.g., Sierocka et al, 2018). Other characteristics of English as it is used in this field, including its specific syntactic, semantic, and pragmatic features (Starostina & Horytska, 2021), as well as the discourse of the field (Charrow et al, 2015;Gémar, 2001), are to be included in a comprehensive ESP legal context and should permeate communicative language learning activities. As previously mentioned, the choice and extent of the learning activities aimed at a particular language skill have to depend on the identified needs of the learners, therefore a different emphasis is expected in different contexts (regarding study levels, study programmes, or even individual courses).…”

Issues in English correspondence: student letters at the Faculty of Criminal Justice and Security

“…There are reports corroborating this view even among language learners, who consider vocabulary learning in a legal English course to be the crucial communication-enabling element (see e.g., Sierocka et al, 2018). Other characteristics of English as it is used in this field, including its specific syntactic, semantic, and pragmatic features (Starostina & Horytska, 2021), as well as the discourse of the field (Charrow et al, 2015;Gémar, 2001), are to be included in a comprehensive ESP legal context and should permeate communicative language learning activities. As previously mentioned, the choice and extent of the learning activities aimed at a particular language skill have to depend on the identified needs of the learners, therefore a different emphasis is expected in different contexts (regarding study levels, study programmes, or even individual courses).…”

English for Police Purposes at University Level in Serbia – Current Situation and Challenges

“…There are reports corroborating this view even among language learners, who consider vocabulary learning in a legal English course to be the crucial communication-enabling element (see e.g., Sierocka et al, 2018). Other characteristics of English as it is used in this field, including its specific syntactic, semantic, and pragmatic features (Starostina & Horytska, 2021), as well as the discourse of the field (Charrow et al, 2015;Gémar, 2001), are to be included in a comprehensive ESP legal context and should permeate communicative language learning activities. As previously mentioned, the choice and extent of the learning activities aimed at a particular language skill have to depend on the identified needs of the learners, therefore a different emphasis is expected in different contexts (regarding study levels, study programmes, or even individual courses).…”