Naslov
My English is excellent. And your English for Law? GLP v LSP in linguistic training of legal professionals

Autori
Horvatić, Bilić, Irena ; Husinec, Snježana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
6th International Conference on Applied Linguistics and Professional Practice 2016. Transnational Flows and Professional Practice

Mjesto i datum
Kopenhagen, Danska, 03.11.2016. - 05.11.2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
teaching of legal language; content-based instruction; GLP vs LSP; content and LSP instruction; comparative statistical analysis

Sažetak
The paper presents results of a research conducted with undergraduate students of the Faculty of Law at the Zagreb University. Effective teaching of legal language (with its specificities: terminology, polysemy, structural features) is inseparable from the law and legal system in which it is used. In order to understand exact meanings of legal terms and structures and to achieve linguistic competence in a foreign language of law, students need to be familiar with legal issues. Therefore, content-based instruction (CBI), an approach which integrates content learning with language teaching aims (Brinton et al. 1989: 2) is an appropriate method for teaching foreign legal languages. By using CBI the focus shifts from learning language in itself to learning language through applicable, in this case, legal context (Juez, 2006: 328). The research question focuses on the understanding of the difference between general language proficiency (GLP) and LSP knowledge. Students often believe that a high level of English language proficiency is enough and do not immediately see the purpose of mastering English for Law, which leads to the research hypothesis – increasing familiarity with the contents of the profession increases understanding of LSP. Quantitative research design is used to examine the impact of the variable content. Questionnaires are administered to two groups of students: first- year students (non or a little input on legal topics) and second-year students (input in different fields of law). A comparative statistical analysis is conducted to establish the difference between the two groups and to confirm or reject the hypothesis.

Izvorni jezik
Engleski

Znanstvena područja
Pravo, Filologija

POVEZANOST RADA