O‘Zbekistondagi Mavjud Suv Muammolari Va Uning Jiddiy Oqibatlari Mavzusini O‘Qitish Metodikasi

JOURNAL OF ADVANCED
RESEARCH AND STABILITY (JARS) 
Volume: 01 Issue: 06 | 2021 
ISSN: 2181-2608
746 
speakers need regular support on the use of new technologies. A particular difficulty in the process of 
teaching law students is also caused by correct the use of legal terms, since the same term has different 
meanings in Russian and English. The language of the legal specialty characterized by the presence a 
large number of terms that trainees must learn. During the professional online communication, 
concepts from different areas of activity may be in demand lawyer. However, a university English 
course cannot provide for all areas professional interaction, fully covering the entire subject area legal 
specialty [2,87]. 
Consequently, it seems to us that it is necessary to establish professional-subject minimum and agree it 
with the teachers of the departments profile disciplines. The ability of students to use special 
dictionaries. It should be emphasized that there are two types of legal English: professional legal 
English used by practicing lawyers and one that is applied in a legal context by people who are not 
advocates. The content and teaching method of these two types of legal English are different.
The purpose of training students at the level of professional legal English- which is to instill in them the 
skills of professional formal communication, which means studying specific lexical and grammatical 
structures and expanding the language capabilities you need to succeed in the courtroom. Students must 
also be trained in writing skills, drafting legal documents and oral argumentation.
A different kind of 
professional English makes greater emphasis on understanding and using legal language in a semi-
formal setting, such as writing reminders or letters. 
The elements oral language skills may include competencies for conferences and negotiations.
Therefore, vocationally oriented teaching of the English language can be carried out differently, 
depending on the sequence in which the language is taught and profession. It can either precede or 
complete it, or pass in parallel with a special training. In the first case, the goal of training is general 
preparation of the English language with orientation to the profession, in the second - obtaining a legal 
guarantee for employment in specialties with knowledge of English.
In the third, while teaching 
English in parallel language and profession, as is the case when teaching English to law students junior 
courses, the goal of training is the ability of students to use English for solving urgent professional 
problems at the time of training.
One of the main goals of vocational training should be called the 
formation of the personality of a specialist who effectively carries out labor activities. 
In other words, it should ensure not only the mastery of knowledge and skills, including 
communicative competence in English, but also "the formation of professional significant personality 
traits " [3,234], in connection with which the social an essential aspect of any professionally oriented 
learning.
The problem of professionally oriented teaching English to students legal profile consists 
primarily in the fact that the level of proficiency in foreign the language of law students does not 
correspond to modern requirements. Thus, having received positive assessment, students during 
learning a foreign language cannot build even the simplest conversation in English, cannot argue their 
position, and find the necessary information in the text. The reason for this, as it seems to us, is that the 
technique teaching a foreign language by memorizing lexical units for text translation in the specialty 
has exhausted itself. Any vocational training English language presupposes active interaction of all 
participants in the educational process, in which there is a mutually beneficial general exchange of 

---