Didactic potential of video resources in teaching English to law students

The article focuses on the steps of holding a mock trial in teaching English to law students and the importance of a simulated court for professionally oriented language teaching. The paper details different types of tasks in terms of court language and etiquette that can be used while preparing for a mock trial.

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TEACHING ENGLISH MONOLOGIC ORAL PRODUCTION TO LAW STUDENTS: DIFFERENTIATED APPROACH

АRS LINGUODIDACTICAE ◽

10.17721/2663-0303.2018.2.10 ◽

2018 ◽

pp. 71-75

Author(s):

Tetiana Druzhchenko

Keyword(s):

Foreign Language ◽

Law Students ◽

Psychological Characteristics ◽

Professional Activity ◽

Teaching English ◽

Planning Stage ◽

Training Groups ◽

Oral Production ◽

Three Phase ◽

Communicative Abilities

Background: Among numerous issues of differentiated teaching, the problem of building competence in oral monologic production in Law students – considering the level of independence and knowledge of students – has not been studied in depth yet. This causes difficulties for providing qualitative foreign language (FL) education to Law majors who have not attained the appropriate level in FL communicative competence in conditions of homogenous training groups. Purpose. The article aims to prove the effectiveness of the system of exercises and tasks designed to enhance English monologic production skills in Law students based on differentiated approach with regard to individual and psychological characteristics of learners, their cognitive needs, communicative abilities, motivation, independence, professional mindset and professional activity. Results. The system of exercises and tasks for building the competence under discussion requires specification of phases in the teaching process. Therefore, the author presents a three-phase process for teaching English oral monologic production to law students. The phases involve pre-text, text-reproductive and productive stages of developing monologic skills. Discussion. The process of teaching is organized in four stages: diagnostic, planning, teaching and final. The diagnostic stage is designed to measure the level of students’ knowledge and independence with a view of differentiating the groups of learners. The planning stage aims at developing educational content and materials as well as correlating them with the level of students’ knowledge and independence. The teaching stage involves instruction based on implementation of the system of exercises and tasks which were designed to purposefully address oral monologic production skills in the classroom. The final stage focuses on observing the dynamics in students’ monologic performance and independence as well as on rearranging training groups based on students’ performance level.

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THE MODEL FOR E-TEACHING ENGLISH REASONING WRITING TO LAW STUDENTS BASED ON LMS MOODLE

Information Technologies and Learning Tools ◽

10.33407/itlt.v76i2.3332 ◽

2020 ◽

Vol 76 (2) ◽

pp. 152-162

Author(s):

Інна Сергіївна Заярна

Keyword(s):

Learning Environment ◽

Virtual Learning ◽

Educational Process ◽

Virtual Learning Environment ◽

Law Students ◽

Theoretical Research ◽

Teaching English ◽

Administrative Training ◽

Theoretical Substantiation ◽

Methodological Aspects

The article deals with theoretical substantiation and practical elaboration of the model for e-teaching English reasoning writing to law students based on LMS Moodle. The author analyses recent studies and publications on e-teaching English as a second language and specifics of LMS Moodle as a virtual learning environment. Special attention is paid to the description of the didactic model. Thus, the author gives a definition for the concept of ‘the model for e-teaching English reasoning writing to law students based on LMS Moodle’ and examines its main elements. The article describes the aims of teaching English reasoning writing, learning outcomes, the agents and the object of the educational process, their interaction, the content of learning, and forms of assessment. Based on the theoretical research relating to legal discourse as well as on the results of the survey conducted among legal practitioners, the author indicates the genres of English reasoning writing which are supposed to be effective for acquiring reasoning abilities. In addition, such methodological aspects of e-teaching English reasoning writing to law students as teaching approaches, principles and methods are highlighted. The author suggests four stages of e-teaching English reasoning writing to prospective lawyers considering specifics of both legal writing and virtual learning environment. The author also introduces a set of criteria to evaluate the outcomes of the learning process and to assess students’ individual progress. Moreover, the application of LMS Moodle’s administrative, training and communicative tools for teaching English reasoning writing to law students is under the author’s consideration. The second part of the present research addresses the pilot testing and evaluation of the model for e-teaching English reasoning writing to law students based on LMS Moodle. Thus, the article shows the results of the pre-and post-pilot teaching, as well as their interpretation. At the end of the paper corresponding conclusions and prospects for further research are stipulated.

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Use of project method in learning the professional english language by law students

Courier of the Kutafin Moscow State Law University ◽

10.17803/2311-5998.2020.65.1.090-096 ◽

2020 ◽

pp. 90-96

Author(s):

N. F. Ezhova

Keyword(s):

Foreign Language ◽

English Language ◽

Law Students ◽

Teaching English ◽

Project Method ◽

Innovative Methods

This article is devoted to the problem of learning a foreign language in a non-linguistic University. It is relevant and important to search innovative methods of teaching English to law students in the context of the implementation of FSES (3++) . The project method is considered to be effective.

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