The content of teaching law students to compile international legal documents during the integrated course

Importance. The integrated approach (subject-language integrated learning) creates methodological conditions for the formation of students in non-linguistic areas of training within the framework of an integrated course of two types of competencies simultaneously: foreign language communicative competence and professional competencies. The content of teaching foreign-language oral and written speech to law students is traditionally focused on Russian legislation. At the same time, graduates of the state legal profile in the course of their professional activities face the need to compile international legal documents. However, the selection of the content of teaching law students to compile international legal documents during the integrated course in a professional foreign language is not the subject of a separate study. In this regard, the purpose of the study is to select the content of teaching law students to compile international legal documents.

Research Methods. The research is conducted on the basis of studying and summarizing materials of methodological works on the use of a foreign language for special purposes and subject-language integrated learning in teaching students of the field of Law, published in scientific journals of the Higher Attestation Commission of the Russian Federation’s list (K1, K2), as well as other scientific sources: monographs and textbooks on legal English.

Results and Discussion. The content of teaching law students to compile international legal documents has been developed, including: a) claims and complaints to international organizations; b) bilateral agreements between two states; c) cooperation agreements between a state body of the Russian Federation and a state body of a foreign state; d) statements of claim, claims and petitions in protecting the interests of an organization (or public legal entities) in foreign courts; e) agreements on cooperation between domestic and foreign legal entities; f) purchase and sale and lease agreements with non-residents of foreign countries; g) import contracts.

Conclusions. The relevance of the research lies in the content selection of teaching law students to compile international legal documents. The results obtained can be used in the development of curricula and educational materials for an integrated course for law students.

1. Chomsky N. (1965). Aspects of the Theory of Syntax. Cambridge, The MIT. Press, 251 p. https://doi.org/10.2307/2218520

2. De Saussure F. (2011). Course in General Linguistics. New York, Columbia University Press, 264 p.

3. Lyons J. (1977). Semantics: in 3 vols. Cambridge, Cambridge University Press, vol. 2, 879 p.

4. Hymes D. (1966). Two types of linguistic relativity. Sociolinguistics. The Hague, Mouton Publ., pp. 114- 158. https://doi.org/10.1515/9783110856507-009

5. Canale M., Swain M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, no. 1 (1), pp. 1-48. http://dx.doi.org/10.1093/applin/I.1.1

6. Canale M. (1983). From communicative competence to communicative language pedagogy. Language and Communication. London, Longman Publ., pp. 2-27.

7. Ek van J.A. (1986). Objectives for Foreign Language Learning: in 2 vols. Strasbourg, Council of Europe Publ., vol. 2, 164 p.

8. Krylov Eh.G. (2016). Integrativnoe bilingval’noe obuchenie inostrannomu yazyku i inzhenernym distsiplinam v tekhnicheskom vuze: avtoref. dis. ... d-ra ped. nauk [Formation of Professional Foreign Language Communicative Competence of Students as a Goal of Teaching a Foreign Language at an Agricultural University. Dr. habil. (Education) diss. abstr.]. Ekaterinburg, 52 p. (In Russ.) https://elibrary.ru/yjpljl

9. Tokmakova Yu.V. (2020). Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 25, no. 185, pp. 107- 118. (In Russ.) https://doi.org/10.20310/1810-0201-2020-25-185-107-118, https://elibrary.ru/qxtgzk

10. Zav’yalov V.V. (2018). Selection features of the subject side of the content of English teaching to students of “Jurisprudence” programme. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 23, no. 177, pp. 30-38. (In Russ.) https://doi.org/10.20310/1810-0201-2018-23-177-30-38, https://elibrary.ru/yorlid

11. Mushchinina M.M. (2004). O pravovoi lingvistike v Germanii i Avstrii [About legal linguistics in Germany and Austria]. Yurislingvistika = Legal Linguistics, no. 5, pp. 18-30. (In Russ.) https://elibrary.ru/vqhdtn

12. Sysoyev P.V., Zav’yalov V.V. (2018). Teaching foreign language written legal discourse to law students. Yazyk i kul’tura = Language and Culture, no. 41, pp. 308-326. (In Russ.) https://doi.org/10.17223/19996195/41/19, https://elibrary.ru/xymcmx

13. Sysoyev P.V., Zav’yalov V.V. (2019). Features of English language course content selection for law students for development of writing skills. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya = Moscow State University Bulletin. Series 19. Linguistics and Intercultural Communication, no. 1, pp. 62-72. (In Russ.) https://elibrary.ru/vwbuvc

14. Sysoyev P.V. (2019). Controversial issues of the introduction of content and language integrated learning approach to teaching foreign language professional communication in Russia. Yazyk i kul’tura = Language and Culture, no. 48, pp. 349-371. (In Russ.) https://doi.org/10.17223/19996195/48/22, https://elibrary.ru/yjnxlx

15. Hutchinson T., Waters A. (1987). English for Specific Purposes: a Learner-Centered Approach. Cambridge, Cambridge University Press, 183 p. http://dx.doi.org/10.1017/CBO9780511733031

16. Polyakov O.G. (2003). Angliiskii yazyk dlya spetsial’nykh tselei: teoriya i praktika [English for Special Purposes: Theory and Practice]. Moscow, NVI-TEZAURUS Publ., 186 p. (In Russ.) https://elibrary.ru/qqoydv

17. Serova T.S. (2015). Informatsiya, informirovannost’, innovatsii v obrazovanii i nauke. Izbrannoe o teorii professional’no orientirovannogo chteniya i metodike ego obucheniya v vysshei shkole [Information, Awareness, Innovation in Education and Science. Favorites about the Theory of Professionally Oriented Reading and the Methodology of its Teaching in Higher Education]. Perm, Perm State National Research Polytechnical University Publ., 442 p. (In Russ.) https://elibrary.ru/uiiqex

18. Khramova Yu.N., Khairullin R.D. (2022). English as one of the conditions for professional training of law students in the modern world. Problemy sovremennogo pedagogicheskogo obrazovaniya [Problems of Modern Pedagogical Education], no. 75-4, pp. 300-304. (In Russ.) https://elibrary.ru/wsmddj

19. Xhaferi B., Xhaferi G. (2011). The English language skills in ESP for law course. Revista de Lenguas para Fines Específicos, vol. 17, pp. 431-448.

20. Yarotskaya L.V., Aleinikova D.V. (2019). Vvedenie v mezhkul’turnoe professional’noe obshchenie [Introduction to Intercultural Professional Communication]. Moscow, Triumph Publ., 88 p. (In Russ.) https://doi.org/10.32986/978-5-93673-246-1-2019-10, https://elibrary.ru/dudhdx