Abstract
The article deals with topical issues of the practice of teaching specialty language to law students. The authors of the article work with students of different specialties and teach such disciplines as: Russian as a foreign language, Russian in professional activities of international lawyers, the basics of rhetoric and communication, Russian in the field of jurisprudence, Russian and the culture of speech, the oratory of a lawyer.
Highlights
To raise the efficiency of professionally-oriented reading, legal texts should be selected rationally, constituting the linguistic component of teaching Russian as a foreign language. By such rational selection of authentic legal texts, in texts chosen for training we single out the qualitative and quantitative features, most relevant for the purposes of teaching professionally-oriented reading
As a part of specific vocabulary training, we look at legal, civil and arbitration proceedings; procedural documents on civil cases; templates of criminal cases. [6]
Reading legal texts facilitates the development of cognitive interest, as legal texts represent a source of cognition that stimulates intellectual activity of the reader
Summary
To raise the efficiency of professionally-oriented reading, legal texts should be selected rationally, constituting the linguistic component of teaching Russian as a foreign language. By such rational selection of authentic legal texts, in texts chosen for training we single out the qualitative and quantitative features, most relevant for the purposes of teaching professionally-oriented reading. Based on our choice of texts, we clarify the principles of selection and formulate conditions that ensure compliance with these principles. In the methodology of teaching Russian as a foreign language there is a whole section devoted to qualitative features of texts from the point of view of their relevance for the purposes of teaching
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