Methodology of teaching legal terms in conversation in the process of integration of education

METHODOLOGY OF TEACHING LEGAL TERMS IN CONVERSATION IN THE PROCESS OF INTEGRATION OF EDUCATION
Legal linguistics, or jurislinguistics, exists at the junction of two sciences - linguistics and jurisprudence. The area of ​​interest of this science includes methods and results of research related to issues and connections between language and law and meeting the requirements of modern linguistics. Legal linguistics, explains the texts of the law through their correlation with natural language. As a separate direction in Uzbek linguistics and pedagogy, it began to be singled out at the beginning of the 21st century.
Over the past years, there have been natural changes both in the field of linguistics and in the field of jurisprudence that prompted us to pay attention to new methods and resources needed in training English language students of law schools. What is important for our study is the issue of practical application by students of their acquired knowledge, including reading and writing legal texts, delivering a persuasive speech in the course of a court session, for the use of linguistic methods in forensics, translation Methods of teaching the language of English-language legal texts. In the process of studying legal English at our university, we turn to the following topics: the constitution, legislation and judicial system of the Republic of Uzbekistan, Great Britain and the USA; types of legal proceedings; the procedure for filing lawsuits; drawing up contracts; labor relations; legal correspondence; types of crimes and punishments. Features of jurislinguistics can be called its purely practical orientation and the presence of interdisciplinary connections. The issues of jurislinguistics are interdisciplinary and so diverse that they are relevant for linguists around the world.
The relevance of our study is determined by the need to develop the course "Legal English" as part of a foreign language program at a law school. The scientific novelty lies in the fact that the article, based on the analysis of the corpus of English-language resources, determines the specifics of their use in teaching legal English. The novelty of this study for Uzbek specialists in the field of legal linguistics is due to the need to consider and apply the experience of foreign linguists in teaching law students Plain English, in addition to the traditionally used official legal English (legalese).
The purpose of this article is to study modern approaches to teaching, resources, as well as current language trends. Tasks:
a) to focus the attention of colleagues on the current trend of using Plain English instead of legalese in English-language legal documents;
b) analyze foreign methodological literature and present research material for practical application to teachers of legal English;
c) emphasize the need to prepare a new program "Legal English", taking into account the existing experience of teaching Legal English in our country and abroad.
To overcome cultural barriers in professional communication, it is advisable to maintain international relations with foreign colleagues, developing professional language competencies. Understanding the means of expressing legal texts, their grammatical structure, terminology enables the practical use of a foreign language for professional activities. The study of English is directly related to the integration of the content of vocational training. Hence the need for a special approach in the methodology of teaching professional English. In addition, the modern educational standard of higher professional education obliges to take into account professional specifics when teaching a foreign language and its focus on the implementation of the professional tasks of future law graduates. Nevertheless, the level of professional foreign language competence of graduates is still low and does not meet the modern requirements of the labor market and the professional community. The main reasons for the low quality of teaching English in a non-linguistic university are the following factors: insufficient number of hours, lack of special training for foreign language teachers who teach law students, low level of language education in secondary schools in general, and most importantly, insufficient development of teaching methods. - learning a foreign language in an integrative connection with professional training.
However, there is a prospect of positive dynamics in the teaching of legal English through the development of modern trends and educational methods, especially with the integration of all the best in foreign experience in teaching a foreign language and the development of methodological thought.
Modern educational space requires an appeal to new teaching methods and authentic resources used in teaching Legal English. To modern methods of teaching vocational spoken English include: textbooks, explanatory and bilingual dictionaries, professional journals, podcasts, online resources, practice of communicating with English-speaking colleagues in legal communities.
English language teachers in law schools are increasingly using educational methodological complexes of foreign authors for the study of professional legal English. As practice shows, these teaching materials help to form the foundations of communication among law students.
active competence.
In the process of training future lawyers, it is necessary to develop the following professional language
competencies:
– the ability to communicate in oral and written form to solve problems of interpersonal
and intercultural interaction;
- the ability to logically correctly, reasonably and clearly build oral and written speech;
– the ability to master the necessary skills of professional communication in a foreign language;
– the ability to correctly and fully reflect the results of professional activity in legal
and other documentation [4, p. 6].
In this regard, at the present stage of teaching Legal English, we will consider the following as relevant:
tasks:
– analysis of foreign methodological literature;
– determination of the main trends in the methodology of teaching foreign languages;
– comparison of domestic and foreign methods of teaching a professional language;
– determination of the effectiveness of teaching Legal English to students of law schools and colleges.
As the analysis of foreign methodological literature showed, teachers of English as a foreign language
and professional translators of legal texts recommend referring to an extensive corpus of
resources that make sense to use when teaching legal English (Legal English) [14].
In this article, we will consider only the currently available resources:
1. Explanatory and bilingual dictionaries. This resource group also includes books with bilingual text-
mi and lists of words and books describing the differences between the legal systems of countries. An example would be
G.K. Black’s legal dictionary (“Black’s Law Dictionary”) [8], traditionally considered the author of
legal dictionary in the field of US law [6]. Among the dictionaries of domestic authors, one can
to recommend the "Big English-Russian and Russian-English Law Dictionary" by Yu. D. Ilyin [1],
"English-Russian Complete Legal Dictionary" by A. S. Mamulyan and S. Yu. Kashkin [3], as well as "English-
Russian and Russian-English Law Dictionary” edited by K. M. Levitan [2].
2. Essays on the features of legal texts from the point of view of a descriptive approach. Among these, you
we share the Oxford guide to the language and law of the largest jurislinguists of the USA P. M. Tiersma
and L. M. Solana [15].
3. Sources that emphasize the grammar of legal texts (linguistic approach), such as
as "Grammar system of legal English" by M. Bazlik and P. Ambrus [5].
4. The entire array of exercises used to prepare for exams (IELTS, TOLES) and develop
teaching legal skills of students in English speaking and writing. For example, tutorials
A. Krois-Lindner, M. Firth “Introduction to International Legal English” [11]
English language for international law. Introductory course”) and “International Legal English” [10] (“English
language for international law”).
5. Terminology grouped into categories of their practice areas. For example, the terminology
Louisiana Civil Law (N. Stephan Kinsella. “A Civil Law to Common Law Dictionary”) [13].
This dictionary defines various Louisiana civic concepts that are broadly related to
with US common law concepts. But there are also unique civic concepts inherent in the inhabitants of Louisiana.
zyan and different from the concepts adopted and used in any of the neighboring states of America.
6. Journals that publish articles on the origin and development of legal English
(with and without explanations). For example, D. Mellinkoff’s collection “The Language of Law” (David Mellinkoff. “The Lan-
guage of the Law”) [12] or P. M. Tiersma’s journal “Legal Language” [16].
7. Authentic legal texts, role-playing and business games, case-studies.
8. Various materials teaching how to use Plain English instead of official
legal style (legalese) and developing writing skills. Here we take as an example
the following materials: “Written legal language in the style of plain English” (B. A. Garner. “Legal
Writing in Plain English”) [9], as well as Plain English for Lawyers (R. C. Wydick. “Plain English
for Lawyers”) [17; eighteen].
If we talk about Plain English, then this is not just a set of words [7, p. 2]. Plain English is a language that is comfortable
for writing documents even to the most inexperienced users. It is used in a number of legal
documents or documents having legal force. By using Plain English, professionals avoid
archaic words, jargon, universal technical expressions and complex language constructs.
But this is not simplified English. It aims to convey information in the most efficient and effective way.
in a natural way, while remaining technically correct. This is achieved by taking into account the needs
intended users of the document.
Plain English is even more than just words. This language deals with the organization of ideas
a person trying to convey them to the reader in such a way that they are most understood by the last
him. It is also related to the development of documents if the goal is to make them easy to use. Is-
the use of the Plain English language is necessary in the process of forming a document to understand
the mania of the needs of those people who will use it in the future. Let us add here what the process is using
Using Plain English involves testing the effectiveness of a new document in order to evaluate it.
Testing points out all sorts of problems in a document before it is put into use.
Teaching students with the help of the entire corpus of resources, in the description of which we relied on the use of
following foreign linguists, will help the teacher achieve many goals, including:
– study of sources and relevant terms;
– study of the history of the legal language, the inclusion of French and Latin words in the legal an-
Glian;
– familiarity with the trend towards the simplification of the legal language and the Plain English Movement;
- activation of already formed knowledge of English grammar;
– development of the ability to describe the legal language from the point of view of linguistics, which will help
to form the skills of writing scientific articles and essays on a given topic, as well as legal tech-
stov, both in Russian and in English;
– familiarization with the terminology grouped into various categories of law, as well as the ability to
explain their differences.
All the resources we are talking about are independent of each other and largely unrelated. They give
understanding of many problems of legal English, while at the same time leaving a number of questions, for example
measures regarding the use of terms. We do not pretend to be a comprehensive description and will accept the design
positive remarks from colleagues.
In this article, we also consider it appropriate to highlight the most relevant professional
oriented and functional-communicative approaches in teaching legal English
language (Legal English).
The choice of methods for teaching English to lawyers must meet the basic requirements necessary
walkable for the formation of stable professional and speech competencies. Application of the approach, oriented
based on the personality of the student (learner-centered approach), in which the student is active
participant in the educational process, is able to solve the main linguistic and pedagogical tasks
chi, since all attention is paid to the learning strategy, the system of needs of the student and his
wearing to the learning process. Motivation and compliance of the training content with interests and requirements
the student is determined by the methodological and didactic principles of a student-centered approach.
This scientific and linguistic phenomenon has become one of the main ones in the teaching and research of an-
English, which is not only the leading language in international business relations, but also legal
the language of the European Union. In addition, another of the tasks put forward by higher education is
the possibility of further integration of students into the educational process in European universities.
We consider it important to say about what is necessary for every student who wants to achieve enough
a high level of proficiency in legal English. The most important, without a doubt, is the development
systematic approach to teaching. Here, respectively, you need:
- systematic exercises to strengthen knowledge of English grammar in general and grammar
matics of the legal language in particular;
– good knowledge of terms and ability to use them correctly in sentences;
– knowledge of several areas of the law of their country and the country of the language being studied, with general information
and description of terms, as well as documents within these areas of law;
- description of terms, including alternative ones, so that the author can choose the most appropriate
general, as well as a description of how to use these terms.
And finally, he must have a fairly large experience in working with various types of documents.
cops in these areas of law.
In conclusion, it must be said that the development of the course "Legal English" within the framework of the program
in a foreign language at law faculties is based on an interdisciplinary approach, which
contributes to more effective assimilation of the language of the specialty, the acquisition of linguistic knowledge,
understanding of the features of the interaction of language and law, which are necessary for legal professionals in the professional
onal activity and communication. Undoubtedly, specialized training should meet special requirements.
needs, including in the field of foreign language proficiency in the professional field.
Therefore, studying and teaching a course in jurislinguistics is one of the priority
directions in modern domestic and foreign linguistics and teaching methods throughout
scientific research for several decades and contributes to the solution of the above problems.
A program designed to teach professional legal language should be
structured in such a way that teachers are eventually able to achieve the goals set for them, namely:
- improving the foreign language competence of trainees;
- the formation of students' ability to carry out language and speech transformations, including
in the field of jurisprudence;
– deepening professional linguistic and cultural knowledge;
- Improving the effectiveness of intercultural communication in the field of law.
The professional legal English training program is necessarily based on inter-
disciplinary integrative base, and its development takes into account the fact that modern international
native legal science and practice, including the main international documents, are created on the an-
Glian.
From our study, we can conclude that for high-quality and effective training
For future lawyers, professional English is necessary for:
– take into account current language trends, among which we highlight the current trend
the use of Plain English instead of legalese in foreign practice of conducting legal affairs;
– use the educational resources presented in this study;
– emphasize the relevance of the preparation of a new program "Legal English", taking into account
existing experience in teaching Legal English in our country and abroad.
List of sources
1. Ilyin Yu. D. Large English-Russian and Russian-English legal dictionary. With transcription. M.: Live
language, 2018. 528 p.
2. Levitan K. M., Odintsova O. A., Pavlova S. V. English-Russian and Russian-English legal dictionary /
ed. K. M. Levitan. M.: Prospekt, 2018. 512 p.
3. Mamulyan A. S., Kashkin S. Yu. English-Russian full legal dictionary. M.: Eksmo, 2008. 816 p.
4. Ponomarenko V. A. Educational and methodological complex for the discipline (module) "Translation in the field of professional communications". GEF VO in the direction of training (specialty) 40.03.01 Jurisprudence (level of baccalaureate
lavriata). Krasnodar, 2018. 61 p.
5. Bázlik M., Ambru s P., Bęcławski M. The Grammatical System of Legal English. Warszawa: Translegis Publishing, 2010. 248 p.
6. Black's Law Dictionary / ed. by B. A. Garner. 10th ed. Eagan, Minnesota: Thomson West, 2014. 2052 p.
7. Duckworth M., Spyrou A. Law Words: 30 essays on legal words and phrases. Sydney: Center for Plain Legal Language,
Faculty of Law, University of Sydney, 2000. 98 p.
8. Featuring Black’s Law Dictionary Free Online Legal Dictionary 2nd ed [Electronic resource]. URL: https://thelawdictionary.
org/ (date of access: 04/04/2019).
9. Garner B. A. Legal Writing in Plain English. Second ed. A Text with Exercises. Chicago–L.: The University of Chicago
Press, 2013. 456 p.
10. Krois-Linder A., ​​Firth M. International Legal English. second edition. Cambridge: Cambridge University Press, 2011. 337 p.
11. Krois-Linder A., ​​Firth M. Introduction to International Legal English. Cambridge: Cambridge University Press, 2009. 160 p.
12. Mellinkoff D. The Language of the Law. Boston–Toronto: Little, Brown and Company, 2004. 526 p.
13. Stephan Kinsella N. A Civil Law to Common Law Dictionary [Electronic resource] // Louisiana Law Review. 1994 Vol. 54. No. 5. URL: https://digitalcommons.law.lsu.edu/lalrev/vol54/iss5/5 (accessed 20.04.2019).
14. Szabó László [Electronic resource]: A Practical Guide to English for Law. URL: https://www.englishforlaw.info (date of access: 04/10/2019).
15. The Oxford Handbook of Language and Law (Oxford Handbooks) / ed. by P. M. Tiersma, L. M. Solan. Reprint edition. Oxford: Oxford University Press, 2016. 664 p.
16. Tiersma P. M. Legal Language. 1st ed. Chicago: University of Chicago Press, 2000. 328 p.
17. Wydick R. C. Plain English for Lawyers [Electronic resource] // California Law Review. 1978 Vol. 66. Iss. 4. P. 727-765.
URL: https://scholarship.law.berkeley.edu/californialawreview/vol66/iss4/3/ (accessed 04/09/2019).
18. Wydick R. C. Plain English for Lawyers. 5th ed. Durham, N.C.: Carolina Academic Press, 2005. 139 p.