ԵՎՐԱՍԻԱ ՄԻՋԱԶԳԱՅԻՆ ՀԱՄԱԼՍԱՐԱՆ

ԴԱՍԻՉԸ` 011401.23.7
ՄԱՍՆԱԳԻՏՈՒԹՅՈՒՆԸ՝ Անգլերեն լեզու և գրականություն
մանկավարժություն

ԼԵԶՈՒՆԵՐՒ, ՀԱՂՈՐԴԱԿՑՈՒԹՅԱՆ ԵՎ
ՄԱՆԿԱՎԱՐԺՈՒԹՅԱՆ ԱՄԲԻՈՆ

Մագիստրոսական թեզ

ԹԵՄԱՅԻ ԱՆՎԱՆՈՒՄԸ` ԽԱՌԸ ՀՄՏՈՒԹՅՈՒՆՆԵՐՈՎ ՀԱՄԱԼՍԱՐԱՆԱԿԱՆ

ՈՒՍԱՆՈՂՆԵՐԻՆ ԻՐԱՎԱԲԱՆԱԿԱՆ ԱՆԳԼԵՐՆԻ ԴԱՍԱՎԱՆԴՈՒՄԸ

Ուսանող` Պավլիկ Փոլադյան /____________________/

Ղեկավար՝ բ․գ․թ․ Լուիզա Գասպարյան /____________________/
Գրախոս` /____________________/

Թույլատրվում է պաշտպանության

Ամբիոնի վարիչ՝ Հայկուհի Մուրադյան /___________________/

Երևան 2023

1
 EURASIA INTERNATIONAL UNIVERSITY

CODE: 011401.23.7

SPECIALIZATION: English Language and Literature

DEPARTMENT OF LANGUAGES, COMMUNICATION AND

PEDAGOGY

THESIS PAPER

TITLE
TEACHING LEGAL ENGLISH TO MIXED ABILITY UNIVERSITY STUDENTS

Student: Pavlik Poladyan  /------------------------------/

Supervisor: Luiza Gasparyan, PhD in Philology / ------------------------------/

Peer reviewed by: /------------------------------/

Allowed to defense.

Head of the Department: Haikuhi Muradyan /------------------------------/

Yerevan 2023

2
 TABLE OF CONTENTS

THE INTRODUCTION..................................................................................................................4
LITERATURE REVIEW.................................................................................................................7
1 Theoretical Framework of Teaching Legal English...................................................................7
2 Challenges to Teaching Legal English to Mixed Ability University Students.......................13
3 The Efficient Implementation of Course-book, Materials and Curriculum...........................18
4 Teaching Reading Skills............................................................................................................23
5 Teaching Writing Skills.............................................................................................................23
6 Teaching Grammar and Vocabulary.........................................................................................24
RESEARCH METHODS...............................................................................................................26
1 The Brief Outline of the Research............................................................................................26
2 The Principles of Participant Selection....................................................................................26
3 The Creation of Questionnaire and Data Collection...............................................................27
4.Limitations of the Study............................................................................................................27
RESULTS AND DISCUSSION .....................................................................................................29
1 Questionnaire Data Analysis.....................................................................................................29
CONCLUSIONS AND RECOMMENDATIONS.........................................................................38
BIBLIOGRAPHIC REFERENCE LIST........................................................................................42
ANNEXES ....................................................................................................................................45

3
 THE INTRODUCTION

The need for teaching English for Specific Purposes, or ESP at higher education
institutions has grown significantly thus creating the necessity of fundamental methodology.
In this connection ESP courses are of paramount importance in order to meet the
requirements and demand of non-English department students. In today's cutthroat job
market, employers want to hire candidates with a strong command professional English.
Since its inception, ESP has undergone constant methodological modification, and due to the
upcoming development in science and technology instructional materials are to be
continuously updated.
The introduction of the research outlines the novelty, its actuality, objectives and
questions, the significance and, finally, the current state.
Teaching ESP is quite challenging for teachers since this course requires not only
language proficiency but also a solid background of a particular field. Our research is devoted
to Legal English sphere: hereupon the research has the following objectives;
 To conduct fieldwork on the issues of teaching legal English by identifying new
challenges that may then serve as strategies for improving ESP practices;
 To concentrate on examining needs analysis in the development of ESP curriculum
or materials through the analysis of ESP course book;
 To emphasize the value of ESP programs in the context of teaching second languages;
 By using a questionnaire, examine the difficulties that ESP students can experience
in the classroom (Appendix 1).
The actuality of the research is to highlight some of the major problems encountered
in the ESP environment by exposing situations like classes with a large number of students,
the proficiency levels of language learners, the additional training of ESP teachers, and the
evaluation of resources and course books.

4
 The novelty is that it will largely help to the growth and modernization of the ESP
sector by identifying and assessing skill-development methodologies and strategies for both
students and young legal professionals based on pertinent needs analysis. Additionally, this
will assist for the solution of the current difficulties in teaching ESP.
The research is carried out by applying the quantitative and qualitative methods. The
quantitative method is used to conduct a survey in University of International Economic
Relations (Yerevan, Armenia) and the University of Santiago de Compostela (Spain, Santiago
de Compostela). Whereas the qualitative method served to analyze the upper intermediate
level Textbook of Professional English in Use (Law). The tool of our study was an anonymous
questionnaire (Appendix 1) addressed to both Spanish and Armenian ESP students. The
questionnaire consisted of two categories; Basic Information and Multiple Choice, altogether
11 questions. The data, then, were analyzed using percentage analysis and explained
descriptively.
The thesis paper is divided into five chapters and bibliography.
Chapter one is the Introduction where we have introduced the objectives and
structure.
The theoretical outline of ESP teaching methodology is revealed in chapter two, along
with its difficulties, benefits, and several textbook discussions based on various academic
studies. Chapter two focuses on the theoretical issues of ESP course design and process,
typical difficulties teachers may encounter today, and its significance for specialists in the
sphere of Law. The importance of using requirements analysis as the foundational and
guiding tool for an ESP training has been highlighted. We have demonstrated how
instructors should evaluate course materials and combine them with items they create on
their own or get from internet sources. Last but not least, chapter two concentrates in detail
on teaching grammar, reading, speaking, and writing skills in English for Specific Purposes.
The subchapters of Chapter two consist of five subchapters (Theoretical Framework
of Teaching Legal English, Challenges to Teaching Legal English to Mixed Ability University

5
Students, The Efficient Implementation of Course-book, Materials and Curriculum, Teaching
Reading Skills, Teaching Writing Skills, Teaching Grammar and Vocabulary)․ The second
subchapter aims at analyzing the upper intermediate level Textbook of Professional English
in Use (Law), which is used by the professors of University of International Economic
Relations and the University of Santiago de Compostela for ESP Law course. The analysis has
the following components: physical characteristics and features, skills and components,
contents, context, methodology, syllabus, reading type, authenticity, test and exercise,
motivation.
The procedures used for the study, participant selection, research questions, and data
collecting are all covered in chapter three.
In fourth chapter outlines the statistical analysis of questionnaire, which was
responded anonymously by ESP students from both Spanish and Armenian universities.
The goal of the questionnaire is to study the current teaching methods, learning
styles, and tactics utilized in ESP classrooms. It helps to figure out the benefits and drawbacks
of ESP courses.
The conclusion, which summarizes the general theoretical and practical framework of
the research and data analysis is offered in Chapter five.

6
 LITERATURE REVIEW

1 Theoretical Framework of Teaching Legal English

The issue of teaching students EFL (English as a Foreign Language) in general, and
legal English in particular, is not a new agenda in TEFL (Teaching English as a Foreign
Language). The theorists continue to carry out a thorough research and utilize the wealth of
knowledge of world-renowned scientists to develop new scientific curriculum and provide
effective recommendations for teaching/learning principles from interdisciplinary
mechanisms. Professional field knowledge and the ability to utilize it in communication has
long been established as a crucial requirement for learning ESP. According to the All-
European Recommendations on Foreign Language Education, teaching the style and
language of any professional sphere (Law, Business, Medicine, Tourism, etc.) is an integral
aspect of the ESP curriculum. Students at higher institutions will be unable to develop their
ESP competence as an important element of their professional language competence unless
they grasp the professional language style.
Due to the rapid advancement of science and technology, the political and economic
strategies adopted in the domestic and international markets, teaching English for special
(professional) purposes (English for Special Purposes, or ESP) is a relatively new direction in
the study of foreign languages.
The development of international business, economy, technology and science, as well
as the legislative field, created a great demand for foreign language specialists and scientists.
Therefore, it became necessary to design and develop a new methodology of teaching
"Foreign language for professional purposes" at a scientific level, which provides an
opportunity to train a large army of specialists and scientists to properly represent the
scientific potential of Armenia in the international arena.
It is undeniable that legal English is a very important sub-language on the
international stage today. In recent times, the extra-linguistic basis of the language of law has
expanded to include international, political, foreign and domestic conflicts of interest.
7
Therefore, realizing the importance of the functional features of legal English can certainly
contribute to the process of increasing the effectiveness of teaching legal English to promote
the progress of English usage at an appropriate level.
English instruction has attracted significant attention in higher education institutions
due to the critical need for it and the relevance of its teaching. It is well recognized that a
skilled and multidimensional specialist in any discipline, particularly the field of law, can
constantly be informed of the news of the wider world through a foreign language.
It should be emphasized that in the last decade significant changes have been made in
the methodological concept of teaching foreign languages. First of all, they refer to the
predetermination of educational goals. In particular, the provision is established that it is
necessary to teach a foreign language not only as a means of communication, but as a means
of professional communication, based on the current requirements for specialists in various
fields today (Hoffman C. (2011)).
What is more interesting is that, despite the apparent diversity and peculiarities of
English teaching materials, there are certain principles and standards that are defined and
clearly fixed, which are common to all. First of all, learners should be able to understand the
importance of the communication context and the language specific to its certain level, as
well as the need to use the skills acquired in the mother tongue when learning a foreign
language. It is necessary to teach the learner how to master, giving a special place to his
independence. All this should be accompanied by the use of various didactic materials and
methods. The organization of the course with such principles certainly contributes to
increasing the effectiveness of teaching English for special (professional) purposes (ESP),
particularly within the framework of the study of the language of law (Tharp; Gallimore,
1988).
The above is especially important for law students with mixed abilities.
As a rule, students admitted to the Faculty of Law must have adequate knowledge of
English (at least B1-B2 level). Therefore, the teacher's task is to deepen this knowledge

8
through exercises and other tasks, achieving that this knowledge is practically transformed
into stable professional skills and abilities. It should be noted that it is very important to
strengthen them in a short period of time within the limits of the structures and vocabulary
that are necessary both for using professional literature in the studied foreign language
(English) and for verbal expression on professional issues.
Thus, the teaching of professional English among students with mixed abilities of the
Faculty of Law pursues the following goals:
1. development of linguistic awareness, acquisition of knowledge and abilities:
fixation of the subject of vocabulary, syntax, as well as features of the language (English),
2. increasing the level of students' involvement in communication processes and
verbal activities,
3. development of the ability to understand professional texts,
4. the ability to communicate freely with English-speaking clients and foreign
lawyers,
5. conducting presentations and negotiations in a legal context,
6. enrichment of legal vocabulary,
7. use of legal terms and expressions,
8. analysis and evaluation of the most important provisions of the legal cases
presented in the texts,
9. participation in seminars conducted in English,
10. preparing a brief summary.
When learning the language for the above-mentioned purposes, only such linguistic
errors are allowed in the language, which do not hinder the semantic understanding of the
context.
It is noteworthy that the organization of the educational process provides for the
maximum calculation of the demand, and the individual characteristics of the learner are also
taken into account. The student is a full participant in the learning process. It is based on the

9
perception of objective reality and the principles of interaction of the lecturer, directly
conditioned by the responsibility of the lecturer for the development of the student's
independence and his creative activity, as well as the effectiveness of teaching (Feak,
Reinhart, 2002:7-24)․
The legal English training course envisages the following forms and methods of
training:
• classroom practical classes under the guidance of a lecturer,
• compulsory individual work of the student at home (reproduction of professional
texts, as well as Armenian-English and English-Armenian professional translations),
• individual work of the student under the guidance and counseling of the lecturer
(professional presentations - PowerPoint presentations),
• individual and team work,
•consultations.
It is important to emphasize that the language materials of the "English" course are
selected according to the subject area (related to jurisprudence). It is planned to learn
professional terminology and basic concepts. Students learn to define terms, explain key
concepts, and understand and analyze professional text (Candlin, Bhatia, Jensen, Langton,
2002։299-320)․
Furthermore, the teaching of English is based on the concept of functional-morphological
linguistic separation and the principle of grading linguistic material according to its degree of
content and figurative complexity. As part of your research, it is of utmost importance to
apply the principles described below;
• application of a functional approach in the presentation of linguistic material,
assimilation of the most used and neutral ways of expression,
• observance of the principle of metaphorical gradation (metaphorically limited texts
are subject to active assimilation in the initial stages of learning, then metaphorically more
complete ones),

10
 • complex (combined) teaching of different types of language activities: speaking,
listening, reading and writing,
• reformulation of the written text with the help of professional vocabulary, which
allows combining different types of language activities,
• careful selection and gradation of audio-visual and multimedia materials according to
the level of comprehension and language difficulty, and adaptation depending on the level of
linguistic and professional preparation of students at different stages of learning,
• development of a strategy for problem solving, combining and summarizing
individual pieces of professional information from various sources.
The above-mentioned course is supplemented by various extracurricular activities,
the nature of which is determined based on the interests of the students: court games in
English, meetings with language-speaking lawyers, work in computer (linguphonic)
laboratories (listening section), etc. Educational slides and professional (legal) films are also
used as supplementary teaching material.
Topics studied in English during the presented course are: Criminal and Civil Law,
European and International Law, Fundamentals of Human Rights, Electoral Law, Probation
Services, Family Law, Municipal Law, alternative punishments, crimes committed by minors,
etc.
At the end of the "Legal English" course, the student
1. will master the basic layers of professional and general vocabulary with the aim of
using them accurately,
2. will master the language skills on a professional platform (in the field of law),
3. will understand and correctly use the basic terminology of the profession,
4. will have the ability to work with bilingual terminological dictionaries and reference
books in his field of knowledge or activity,
5. will be able to read literature written in English in order to obtain broad and narrow
professional information,

11
 8. will understand oral speech and will be able to conduct a conversation-dialogue on
professional topics,
9. will master the basics of public speaking in order to read a report in his specialty,
10. will be able to reformulate written text for oral presentation,
11. will be able to write annotations, essays, dissertations, business letters, etc. in English,
12. will be able to participate in professional conversations "clarification of opinions",
"reporting of information", "agreement-objection", etc.
13. will be able to effectively use different sources of information (literature, Internet,
etc.).
Many scholars have devoted significant time and effort to teaching students various
aspects of foreign language terminology.
According to Widdowson (Widdowson, 1983), “ESP” is intended to describe a specific
area of language and in a way of using its specification to transfer to learners the relevant
competence in a particular area. (Hutchinson, T., & Waters, A. (1987)) underlined three
main reasons for all the development of “ESP”;
1) post - WW II demands of the New World;
2) the linguistic revolution;
3) learner-oriented teaching mechanisms, i.e. the move from the teacher to the
learner.
Today we can witness that publishers not only offer course-books and on-line
materials for the varieties of ESP presented above but also publish books and materials
targeted at a single profession, e.g. English for Nurses, English for Job Hunters, English for
Beauticians or Air Speak (English for Air Traffic Controllers). The variety of course-books on
offer shows that there is a huge demand for highly specialized language courses (E. Jendrych,
2013:45).
Accordingly, (Day, J., & Krzanowski M.. (2010)), consider that English for Specific
Purposes (ESP) refers to the teaching and learning of the language to a specific group of

12
individuals that have a purpose. In general, this purpose is professional, that is, learners are
taught a set of skills that they currently need in their work or will need in their professional
career.
According to (Zimniaya, I.A. (1992)) learning vocabulary “functionally”, learners
form their “verbal networks” which function as a basis for keeping words in the memory and
as a condition of their reproduction in speech. Having acquired reproductive skills, students
move on to forming and producing their own patterns of speech with that vocabulary
material, offering creative, original solutions, thus involving not only memory, but their
thinking (Zimniaya, 1992:17).
After thorough survey of different theoretical approaches, our research focuses on the
variety of educational tactics, including stimulating, social, mnemonic, cognitive, and meta-
cognitive strategies, as well as compensating strategies for teaching/learning target words.
It has been demonstrated that by using the above-mentioned tactics, learners may
considerably increase their terminological load when learning ESP. Students gain confidence
in using this or that phrase correctly while interacting professionally, and they improve their
overall capacity to "control, lead, regulate, and steer their learning, i.e. planning, monitoring,
and assessing" (Wenden, 1998:519). In this regard, we concur with (Schmitt, N. 2000:136),
who asserts that patterns of technique usage might alter over time as a learner develops or
gains proficiency in the target language.

2 Challenges to Teaching Legal English to Mixed Ability University Students

One of the reasons that motivate students in Law faculty at the University is that
English is the international legal language, so for lawyers specializing in international law
and other areas of jurisprudence, learning legal English at a professional level is the path to
their professional success.
Recently, students are increasingly aware of the importance of English as lingua
franca for further career growth. Students feel the need to develop their professional skills in

13
the same way as their teachers, who have the awareness that the learning process should be
student-centered. It should, first of all, be determined by the long-term goals of students.
Professional competence should be the main goal. Graduating students must be ready for the
next stage in their lives and develop effectively in an English environment. Since our
students are future lawyers, specialists in the field of international law, they will need to be
able to use legal English in their speeches, they must be able to perceive information
operatively, read selectively and make decisions in stressful situations.
Students are required to have a high level of legal English proficiency if they are
going to take part in international affairs, litigation, attend international meetings or
participate in competitions. To be professional, they need to be proficient in all four language
skills, including speaking and writing. Litigation is a great opportunity to practice all four
skills in a real-life situation.
The use of legal English in a non-English speaking country is somewhat artificial.
Thus, it is necessary to create a situation in which the use of the language will be natural.
Students should have a realistic context in which they can develop their legal English skills
and their business communication abilities.
Carefully selected litigation, relevant to students and to the course, includes a wide
range of different activities. Students are preliminarily given the necessary reference and
information material and then they must solve various tasks that motivate them. This
requires them to have certain reading skills, ranging from text scanning to rigorous analytical
reading. But reading is not a passive activity. Students should understand a court case,
analyze and interpret information and identify key points for the main problem
determination.
Reading material is always accompanied by audio material, which helps to understand
the matter more accurately. The litigation involves believing in the circumstances offered,
the framework in which students are motivated to listen to information, in which they feel
the need to take notes and gather new information, and practice contextual vocabulary in a

14
variety of ways. For this reason, many types of tasks can be developed: multiple choice, gap
filling, matching, searching for words or definitions, crossword puzzles, etc., which makes it
easier for law students to learn legal terminology (Gubaidullina R.N., Ilyasova A.M.,
Khakimzyanova A.S., 2016:4053-4058), (Gubaidullina R.N., Ilyasova A.M., Khakimzyanova
A.S., 2015:1732-1735).
Thus, students become more and more familiar with the case, learn the meaning of
new words, have the opportunity to use them in practice, increase their confidence. During
the discussion and information processing phase, researching the task itself can provide
various opportunities. Here students can discuss solutions, make suggestions and defend their
point of view, work in pairs or in groups. Working together develops their communication
skills while developing their specialized vocabulary, developing interpersonal skills and
facilitating their interaction and communication.
As long as there is a suitable and interesting situation for students, it will help to
create a virtual reality for them, in which the problems that arise have different ways of
solving, none of which is ideal (for example, a situation in which the concept of 'egregious
behavior' must be defined employer in a case of sex discrimination in the workplace or
selection of a candidate for a position and conclusion of a contract). (D. Cotton, D. Falvey, S.
Kent, 2010:161), (A.Robin Widdowson, 2010:96).
Students should be able to present compelling arguments, use persuasive speech, and
engage spontaneously in communication. The main task for them is to perform a real
communicative task without thinking about linguistic problems.
As Hutchinson T and Waters A., (1987) noted, "Learning a language is not just a
matter of linguistic knowledge." This does not mean a complete neglect of grammar, it is
necessary to change the proportions in such a way that the emphasis in the learning process
is on completing tasks, and not on grammar (Hutchinson T, Waters A., 1987:189). David
Cotton's book on case study proves that grammar problems can be built into learning. They

15
are mainly subject to communication. Thus, learners of legal English begin to use them
successfully.
Almost all students are involved in the research of the case, which means that in this
case there is no place for passive participants. The complexity of tasks reveals the creative
abilities of students. But at the same time, the complexity of tasks associated with reading
various types of textual information is the biggest problem in learning legal English.
"Legal English" is a technical term that is difficult for ordinary people to read and
understand, implying that "its deep meaning deliberately excludes the legally unprepared"
(Noordin N., Samad A.A. 2010:96).
According to W. Yeago, it is obvious that we are not talking about directly studying
the law of hundreds of jurisdictions around the world. Rather, we are talking about how to
speak and write about the law, what expressions, phrases most accurately express the idea,
about the method of communication (Yeago W. 2017). "Legal English" is characterized by
complex vocabulary, long sentences, numerous modular sentences, abstract ideas, and the
layman's need to understand the essence of the document.
It is not easy for a teacher to achieve the goals of teaching legal English. When
teaching English, he or she faces many challenges. Legal English teaching is more focused on
language in context than teaching grammar and language structures, as students learn
language integrated into their important subject area in order to acquire a set of professional
skills and perform specific work-related functions.
Teachers of "Legal English" can start teaching with simplified legal language. Some
linguists, such as Debbie S. Lee, a linguist and lawyer, use texts specifically designed for
educational purposes in textbooks (Lee, Hall, Hurley, 1999:197). Such texts are not genuine
authentic materials. Textbooks allow teachers to easily develop a curriculum with a clear
organization and division into sections and blocks. The continuity of the sections makes the
Legal English course well organized, integrated and coherent. You can effectively move from
learning simpler vocabulary in context to more complex ones using the same textbook.

16
Textbooks provide students with the opportunity to develop their competence and skills in
various fields.
In the teaching of legal English, texts are the largest source of legal vocabulary. Legal
English textbooks contain texts that are often written specifically for students and can be
classified as adapted texts. They can be short, based on specific topics. Texts in textbooks are
usually supplemented with a glossary, comprehension questions, various exercises,
comments, notes, etc., which greatly facilitates the understanding of the topic, idea and
language of the text. For example, in the case of the legal English textbook “American Legal
English”, D.S. Lee, C. Hall and M. Hurley, in his preface, the authors note: “... we have
simplified some aspects of American law and vocabulary for its discussion, making it possible
to apply this vocabulary” (Lee, Hall, Hurley, 1999:197). The authors believe that studying a
field such as law is hard work, the issues at stake are complex, the evidence is not always
clear, and the statutes are often ambiguous. Therefore, the authors of the textbook provide
general information in special texts, and the mentioned laws may or may not even exist in
judicial practice. Despite the simplification of legal issues by most of these textbooks, they
retain the necessary vocabulary and teach legal English.
However, legal English educators understand that using authentic texts for teaching
can greatly enhance learning experience, despite the challenges of finding, understanding,
and designing assignments from authentic texts. Authentic texts have been defined as “…
real-life texts, not written for pedagogic purposes” (Wallace, 1992:145). They are therefore
written for native speakers and contain “real” language. They are “…materials that have been
produced to fulfil some social purpose in the language community.”
Students tend to be highly motivated to read authentic material as they will be able to
apply what they learn in English classes to their main field of study or career. In addition,
according to S.A. Berardo (Berardo S.A.,2017), when reading authentic texts, foreign
language learners encounter real, natural modern language used by native speakers,
especially vocabulary - words and phrases that are most necessary in their profession.

17
 Moreover, one of the problems associated with reading such texts is that, while very
relevant and appropriate to the level of students' knowledge, they may not always be easily
understood by a foreign language teacher.
However, legal English teachers are also well aware that the use of authentic
materials can greatly enrich the learning experience, enliven the classroom and create a more
positive attitude towards learning, immersing the student in the multifaceted world of the
English language.
Authentic texts allow students to come into contact with real language and content
rather than form. Using authentic materials is a relatively easy and convenient way to
improve not only students' general skills but also their confidence in the real world. You can
also note the ease of accessing authentic resources in a language for specific purposes, and it
is easier to create reusable resources.
The most difficult aspect of using authentic legal texts seems to be the development of
effective exercises, since authentic materials are not meant to be taught. It was mentioned
that usually the teacher has to develop multi-purpose tasks for authentic texts in order to
increase their effectiveness and value. One of the main advantages of reading authentic texts
is the use of vocabulary to successfully complete subsequent tasks.
It should be noted that despite the variety of aspects and types of tasks, reading
authentic legal materials can be called the basis of teaching legal English.

3 The Efficient Implementation of Course-book, Materials and Curriculum

Teachers are particularly worried about the choice of ESP materials. Since many
teachers lack expertise in the targeted ESP area, it can occasionally be challenging to
understand materials for the right students. Therefore, the selection of materials is a
legitimate cause for worry. The selection of published textbooks is the typical remedy used
by teachers. We can, however, isolate two significant issues with this tactic. On the one
hand, publishers are expected to produce textbooks for the broadest audience possible, which

18
results in materials focusing on so-called "super-domains" like "Science" and "Engineering"
rather than those that students identify with, like "Physics," "Chemistry," "Mathematics," and
"Computer Science." To put it another way, most textbooks only cover the material issues
that are necessary for students in that particular discipline. However, teachers must match
students from two separate classes: freshmen and sophomores, which presents matching
challenges. Of course, there are a few textbooks designed specifically for these pupils, but
upon closer inspection, we see that these are really the conventional textbooks with reading
and comprehension sections on the relevant subject, such as administration in an LLC
corporation. The usual stress on ESP courses right before the start of the overall ESP program
may perhaps be one cause of this lack of adequate resources. Therefore, developing a more
sophisticated program of materials directed at both freshman and sophomore students should
be one of the main concerns of an ESP program in law. According to Brown G. T. (Brown
2011:731-748), they are meant to advance students from a high school English level, which
focuses on complicated grammar and uncommon vocabulary, to a junior or senior university
level, which calls for higher-level abilities, such technical reading and writing.
First, it is suggested that ESP teachers conduct an internet search for the most
renowned publisher's catalog. For the ESP regions listed below, a thorough search list is
available: Law (e.g. International Legal English 2nd Edition), Marketing (e.g. Cambridge
English for Marketing), Management (e.g. Professional English in Use: Management),
Finance (e.g. English for the Financial Sector), Media (e.g. Cambridge English for the Media),
etc.
It is currently possible to combine elements from several courses to create a blended
learning program when students have somewhat more specialized demands. The mixed
course curriculum is available online, and it is also delivered this way. According to the
demands of the students, a teacher must quickly provide supplements that are again already
available in the virtual environment. A coursebook should include listening exercises (real
scenarios involving professionals at work), step-by-step instructions for students on how to

19
act and speak in a particular exercise, the types of texts that learners will encounter at work
since they must be able to deal with any kind of paperwork, other types of business book
topics, vocabulary, newspaper articles, and last but not least, grammar with a separate
teaching section for each part of the language.
The reliability of the textbook is a further important consideration. Now questions
such, "Is the book's author both a topic expert and an ESP teacher?" arise. Has the writing
team requested assistance from the professional bodies? Has that organization contributed to
or worked on the book? Is the book based on recent changes in the field?
Finally, it is crucial to look at the support services offered to instructors. Teacher's
Books are an excellent tool to become knowledgeable about and deal with challenging
themes in the case of ESP. Although a good teacher's book has a specific meaning, it should
have plenty of reading material, technical explanations of words, pronunciation tips, and
lesson planning advice. (Day & Krzanowski, 2010)
It is important to note that students in an ESP course may be more knowledgeable
about the subject than the instructor. The latter presents a significant challenge for educators
but is still accepted as a common occurrence. Day and Krzanowski (2010) identified three
crucial techniques for ESP teachers who lack expertise while instructing a particular group of
pupils. These tactics include transparency and honesty, planning, and confidence. It is best
for teachers to inform their pupils when they are unfamiliar with a certain issue rather than
pretending to be knowledgeable about it. It is important to note that students in an ESP
course may be more knowledgeable about the subject than the instructor. The latter presents
a significant challenge for educators but is still accepted as a common occurrence. Day and
Krzanowski (2010) identified three crucial techniques for ESP teachers who lack expertise
while instructing a particular group of pupils. These tactics include transparency and
honesty, planning, and confidence. It is best for teachers to inform their pupils when they
are unfamiliar with a certain issue rather than pretending to be knowledgeable about it. (Day
& Krzanowski, 2010).

20
 (Jeremy Day and Mark Krzanowski (2011)) contend that teachers need to be well-
versed in the topic. Additionally, it should be appropriate for the students' level in light of
the pre-course study, any issues that could occur during the class, and methods for teaching
professional terminology. Behind the idea of preparation are not just these methods, but also
the teachers' dedication to continuously improving their subject-matter expertise. Last but
not least, ESP instructors should be confident in their expertise so they can plan effective
classes with the best outcomes, according to Jeremy and Mark (2011). In a nutshell, it is
preferable to have the best teaching methods than to be an expert in a field but have no idea
how to impart it to others. Although it would be ideal if teachers could achieve the level of
being outstanding in both the subject area and approach.
Teaching an ESP course to teachers is quite difficult. Needs Analysis is a
recommended curriculum or instruction method for teaching ESPs. The idea is based on the
requirements and desires of the target audience, and if the needs analysis is done correctly,
the intended result will undoubtedly be satisfactory. In this way, imparting knowledge and
skills will be effective (Day & Krzanowski, 2011). Because of this, a unique manual called a
needs analysis has been created, upon which teachers construct their first lessons. Relevant
information regarding the requirements and desires of the target learners is included in a
needs analysis. The course delivery will be at a high quality if the requirements analysis for a
specific person is effectively established. Additionally, the instructor will construct or update
each student's unique learning profile as a result of the needs analysis. In order to develop
strategies for the enhancement of ESP practices, it is crucial to look into the difficulties
associated with teaching ESP.
Additionally, needs analysis may be used to evaluate students' academic progress and
learning experiences.
When teaching a course designed for a particular set of students, instructors should
consider the following questions:

21
  Should I deliver a custom-made ESP course, or should I modify already existing
course?
 Who am I teaching? Are they students of university or a group of employees of a
certain company? How much information do I possess about their CV?
 How is the payment done? (by them or by their employers) If their employers
sponsor them then the needs analysis should meet both the learners and employers’
demands
 Do I need to consult my learners before making the curriculum?
 Are my students’ skills on a similar level or they are from different academic level?
And can they show it in needs analysis questionnaire?
 On which aspect should I focus on more? Which topics are more closely related to
their everyday work?
 Is the client or organization ready to pay in case we need additional payable
resources?
 The location and schedule of the course, what impact can this have on the process of
learning?
 From the methods and styles like visual, auditory, kinesthetic, tactile, ICT-oriented
which one do my students prefer?
 What is my level of knowledge in this subject? (Management, IT, Law) (Day &
Krzanowski, 2011)
Needs assessment It is a teacher's first tool for leading. Making it as thorough as you
can will be a helpful piece of advise for ESP teachers. These days, new instructors can consult
resources with these kinds of instances.
ESP teachers should constantly keep in mind that reading the directions and guidance
included in the Teacher's Books or the in-depth notes found in the Answer Key sections is all
that is necessary to successfully satisfy the needs of students and be a competent teacher.

22
4 Teaching Reading Skills
The tangible circumstances in relation to new and modern ESP needs, makes us to
reconsider the aims, materials, methods and testing procedures. Here, advisably we should
put more emphasis on teaching productive skills, rather than to teaching receptive skills,
thus prioritizing reading. Essentially, reading includes three mental procedures. At first, we
read selectively, e.g., by choosing the important words which later become the helping
elements. Second, reading is considered as classification process, since we organize the
information told by the object of action. Third, we can claim reading as a process of
specification, e.g., we search for the restrictions and characteristics that the given elements
include. The suggested three are almost simultaneous activities of the reader’s mind. Making
a useful impact on readers of a second language, which almost are being read unconsciously
by native speakers, depends truly on learner’s consciousness, which indeed can be prepared
by ESP teachers. A reasonable step will be listing all the skills of reading program. And there,
we should put the skills to facilitate reading in order to recognize important details, identify
unrelated details, locate key vocabulary and information, outline the important paragraphs,
catch the rhetorical function of the paragraphs, understanding the main ideas of the
paragraphs and large selections, determine the relevance of the information presented, and
finally, to single out writer’s point of view, finalize the ideas and purposes. If an ESP teacher
is able to transfer all these skills by providing practice, then for their further career life
students can understand every piece of writing related to their professional field (Kourilova,
M. 1979).

5 Teaching Writing Skills

Because of the world's quick growth, we now see a demand for professional writing in
a certain field. There are texts and documents required to be created in a certain manner,
hence ESP courses currently contain distinct component called "Teaching writing for
Specific Purposes". These talents are carried by managers, business people, consultants,

23
attorneys, and so on. Despite certain shared components, the writing requirements for each
occupation varies.
Law reports, contracts, letters, ads, writing applications, writing Appellate and
Cassation complaints, and so on are all examples of writing in law. Each of the preceding has
its own structure, style, tone, and layout. Formality and appropriate phrasing are also
necessary. The above applies to university students as well, because they must write a
dissertation or thesis as part of their graduation requirements.
ESP teachers have challenges while teaching writing skills in the context of ESP Law.
One of the reasons is that university students lack knowledge in writing logically clear and
brief texts, as well as in building structured informative or persuasive texts. Additionally,
teaching writing for professional purposes is a time-consuming process that requires teachers
to plan, organize, draft, and rewrite. As a result, teaching ESP at colleges and schools
becomes a significant problem and burden for teachers, as the curriculum does not provide
sufficient time for writing skills. As a result, language schools specializing in teaching the
primary components of ESP have been developed, where students also receive proof
certifications that today's businesses seek during the application process.

6 Teaching Grammar and Vocabulary

Almost every teacher and student will agree that grammar is the most challenging
aspect of learning a language. According to DeKeyser (DeKeyser, R. M. 2005), the variables
that make grammar so difficult to teach and grasp include meaning, form, and the link
between form and meaning. Grammar should never be overlooked in ESP since it is the
component that enables ESP learners grasp sentences and know how to employ correct forms
of vocabulary. Grammar, on the other hand, has always been a point of contention in ESP
classrooms. Chen believes that grammar is essential in ESP classes, along with writing,
listening, reading, and speaking. Another challenge is whether grammar can be taught and
accepted in a meaningful context. The latter requires teachers who will present it in an

24
appealing manner, proposing new approaches. According to Onofrei et al., (Onofrei et al.
2013), there should be a teaching order, beginning with the warm-up, leading into the lead-
in, pre and post translation, and follow-up tasks. Modern techniques can also be used into
teaching practices. They include video and graphic resources. As Chmel argues, films are a
crucial tool for teaching ESP since they train memory and improve attention, but they have
been pushed back. Communication is an important component of learning a language,
especially when it comes to ESP, thus students should be encouraged to utilize English even
if they make mistakes. Especially in writing, grammar rules help students to make clear and
grammarly sentences (Skenderi, L., & Ejupi, S. 2018) .

25
 RESEARCH METHODS

1 The Brief Outline of the Research

The study used a mixed-methods approach that included quantitative and qualitative
methods. The University of International Economic Relations (Yerevan, Armenia) and the
University of Santiago de Compostela conducted questionnaire-based surveys using the
quantitative method (Santiago de Compostela, Spain). As a result, the practical component,
survey analysis, data gathering, and analytical materials are collected and used in these two
universities. The upper intermediate level Textbook of Professional English in Use (Law)
used by ESP students of Law was examined and evaluated using the qualitative methodology.
It was authored by Gillian D. Brown and Sally Rice. Legal English by Rupert Haigh served as
the assessment model we used for the current text. The model has two stages: an outward
evaluation and an internal evaluation. The analyzed charts of external and internal
evaluation can be found separately in Appendix 2 and Appendix 3.
In order to examine the difficulties in ESP classrooms, students' needs, learning
preferences, and interest in the current situation, our questionnaire-based survey specifically
targeted ESP Law students at two universities: University of International Economic
Relations and University of Santiago de Compostela. We used a Google Form questionnaire
with a total of 16 questions in order to effectively reach our prospective responders. The
whole survey is available in Appendix 1. Different types of questions are included in the
questionnaire (eleven multiple-choice and five general questions). The participant selection,
data gathering, and data analysis processes made up the study's three primary steps.

2 The Principles of Participant Selection

Research was carried out at the Department of Law at the University of International
Economic Relations and University of Santiago de Compostela and 30 students participated
in the survey.

26
 Participants were chosen based on their interest in participating in our study and how
relevant their studies were to the path of law. 30 students made up the group, with 60.3%
female participants and 39.7% male.

3 The Creation of Questionnaire and Data Collection

Research Questions 
1. How often and how are Law lessons being conducted in both universities?
2. What kind of material is used?
3. What are the problems students face in the course?
4. What learning style, methods and materials are preferred by students for
best provision of ESP course?

Data Collection 
The data was gathered and quantitatively analyzed with respect to the research
questions in order to study current strategies, learning styles, and methodologies in ESP
classrooms with the goal of enhancing ESP teaching proficiency. The analysis was grounded
in Google Forms questionnaire-based analysis. In contrast, a qualitative examination of
textbooks was conducted using McDonough and Shaw's (2003) rating technique (externally,
internally).

4. Limitations of the Study

Our research has certain limitations as well, as per the standard guidelines. One of
them is the number of responses received. Finding students eager to participate in the poll
was challenging at both colleges. The latter was mostly related to the fact that some students
did not understand or were unfamiliar with the research's advanced-level questions. As a
result, there is a lower chance of discovering statistically significant results.

27
 The small-scale study may, nevertheless, yield some significant results concerning
ESP classrooms that should be seriously considered when we draw conclusions and make
suggestions.
The fact that we have only used one book for the Law ESP course and have only
examined one published Textbook is obviously a limitation in terms of textbook analysis. The
evaluation methodology, however, might very well be used for other purposes.

28
 RESULTS AND DISCUSSION
1. Questionnaire Data Analysis
We received 30 responses in total.

Gender
30 responses

Female
39.7 Male

60.3

Figure 1.
Figure 1. indicates that we have 60.3% female and only 39.7% of male learners.

Sales

19.9

18-24
25-34
35-44
60
30.1

Figure 2.
Figure 2 demonstrates that just 19.9% of students are between the ages of 35 and 44,
whereas 60% of students are between the ages of 18 and 24. The findings indicate that while
the majority of students began their professional English courses at the university alongside
their professional subjects, some nevertheless began their ESP programs later in their

29
professional careers. This shows that they didn't learn professional English throughout the
early phases of their schooling, and as a result, we can say that ESP is still relevant and
necessary today.

Nationality
30 responses

Armenian
Spanish
42.9

57.1

Figure 3.
As mentioned above the research has been conducted among Spanish and Armenian
Law faculty students in University of International Economic Relations and the University
of Santiago de Compostela . The participation of the Armenian students dominates the
Spanish by 57.1%.

Your General English knowledge

30 responses
A2 (Elementary English)
22.7 B1 (Intermediate English)
B2 (Upper-Intermediate Eng-
lish)
C1 (Advanced English)
59.1
18.2

Figure 4.

30
 Checking the English proficiency of ESP students at two different universities was the
goal of Figure 4. In the theoretical section, we discussed the significance of language
proficiency in professional English courses as input for lesson preparation. A general English
course is required by 22.7% of respondents (A1 and B1 level students), who have B2 levels
and may benefit from ESP courses. Even with C1 competence, only 18.2% of students at the
C1 level demonstrate a willingness to develop their professional English.

1. How many times have you ESP lessons in a

week
30 responses

Once a week
Twice a week
36,4 Three times a week
55,5 Four times a week

8.1

Figure 5.
We looked at how important the number of ESP classes each week is, and Figure 5 is
a more discouraging sign than a satisfactory one. The latter is demonstrated by the weekly
lesson percentage of 55.5%. This is counterproductive for both students and teachers, who
may find it difficult to impart knowledge in a single weekly lesson while still achieving the
intended outcome at the end of the semester. Only 8.1% of students said that they took
classes twice a week, while 36.4% said they did so.

31
 2 . W hat types of issues m ay you encouter in
ESP lessons
2 8 responses
Poor English language
backgrouns
23.6 Lack of interest
28.6
Lack of motivation by the
teatcher
Lack of awareness of pro-
fessional background

19

28.6

Figure 6.
Regarding difficulties with ESP lessons, 28.6% of respondents cited a lack of interest;
28.6% had poor English language proficiency for an ESP course; 23.8% had only rudimentary
knowledge of the subject and had difficulties with the Law course; and only 19% cited the
teacher as a barrier to mastering the course.

3. Types of ESP teaching materials:

29 responses

4.5 The materials are designed by

the teacher
18.2 Oxford /Cambridge ESP textbooks
Randomly selected articles and
50.9 journals from Internet
Mixed

26.4

Figure 7.

32
 The data about ESP teaching materials are shown in Figure 7.  50.9% of respondents
said that the course materials were created by the teacher, 26.4% said that Oxford/Cambridge
ESP texts are used in their classes, and 18.2% said they utilize both.

4. What would you like to see more of in

your ESP course book?
29 responses
Vocabulary
5
Idioms
25 Reading activities

Writing activities

10
60

Figure 8.
To the question of what would you like to see more of in your ESP course book, 60
percent of the respondents answered that they would like to see Reading activities. We think
that this is normal because law students prefer to read more than to do other exercises.

25
20
15
10
5
0
strongly agree

agree
neutral
disagree
strongly disagree

Figure 9.

33
 According to Figure 9, the vast majority of students strongly agree that ESP reading
materials should include magazines and newspapers or news articles on relevant subjects,
ESP textbooks, situational dialogues/reports/emails, etc. Only a small percentage of students
disagree or strongly disagree about the use of this kind of reading material.

25
20
15
10
5
0 strongly agree

agree
neutral
disagree
strongly disagree

Figure 10.
Figure 10 demonstrates how the students feel their writing abilities have improved,
including their ability to write accurate, cohesive paragraphs, proficient emails, contracts,
reports, and logical, concise sentences. Nevertheless, only a small percentage of students said
that they strongly disagreed with the proposed approaches, while the majority said they
disagreed or strongly disagreed.
30
25
20
15
10
5
strongly agree
0
agree
neutral
disagree
strongly disagree

34
Figure 11
Figure 11 shows that the majority of students strongly concur that listening skills may
be improved by watching movies and videos on law, listening to audio tutorials while doing
tasks, and attending seminars and lectures.
30
25
20
15
10
5
0 strongly agree

agree
neutral
disagree
strongly disagree

Figure 12.
In this case, the majority of students are convinced that For improving the speaking
skills you should learn to utter the language proficiently.

30
20
10
strongly agree
0
agree

neutral
disagree
strongly disagree

Figure 13.
Figure 13. provides us with a wealth of statistical information on scientific vocabulary
acquisition techniques. The majority preferred to learn the terminology from context. Others

35
highlighted the necessity of knowing concepts independently of context. Only the query of
mother tongue word translation elicited replies.

10. Is your ESP course closely related to your

everyday work/future work?
1.4
Yes
15 Not sure

Almost no

80

Figure 14.
The statistics of ESP course participants are directly tied to the students' present
employment or potential future career advancement. Data in Figure 17 show that 5% of
respondents are unsure, most likely because they are still students and have not been actively
involved in working abroad. But 80% of respondents indicated that the course is directly
related to their current or prospective employment, and only 1.4% indicated that there is no
connection at all.

11. The level of English of your course mates is:

1.4

20 Completely different
Almost equal

The same

70

Figure 15.

36
 The English proficiency of the classmates of our responses is given significant
consideration. Figure 15 shows that 70% of classmate levels are drastically different, while
the remaining 20% said that it is almost equal.
The chance to thoroughly assess the benefits and drawbacks of the implementation of
ESP courses and materials is provided by the summary of the questionnaire analysis.
It is also necessary to note that in the ESP classroom we always deal with students
with mixed abilities.

CONCLUSIONS AND RECOMMENDATIONS

Conclusions
Language education is critical in today's expanding, globally linked work economy,
and language teachers are responsible for providing information to specific area specialists.

37
Although there appears to be nothing new to add or bring to the university curriculum since
the 1990s, the following thesis highlights the issues ESP professors encounter in providing
professional ESP courses. As a result, the study article focused on theoretical assumptions and
methodological processes, resources, and methods of conducting ESP lectures, with a
particular emphasis on Law courses. A questionnaire was distributed to Spanish and
Armenian law students for maximum precision, and the obtained data was thoroughly
analyzed.
Thus, we can sum up;
 One of the most difficult challenges in ESP courses is the instructor's proficiency,
which should be improved through special methodological courses and seminars
aimed at both linguistic and special subject (Law, for example); in fact, our
respondents expressed a preference for a teacher in Law rather than an English
specialist. This is strange, but it indicates that ESP teachers require specialized
course knowledge.
 Our data suggest that course frequency should be increased. Unfortunately, ESP
classes are only offered once a week at both colleges; nonetheless, we got great
outcomes because certain classrooms offered the course three times a week. It is
critical for university students with mixed abilities.
 Clearly, the establishment of an ESP curriculum or materials is critical. The
instructor should use actual coursebook resources for reading, listening, and
speaking. The results of the questionnaire revealed that learners had a good
attitude about learning scientific vocabulary based on context and out of context,
i.e. learning independently with their meanings. However, learners may require
terminological translation in their native tongue on occasion. This situation is felt
notably by students from the Faculty of Law who have mixed talents, because one
section of the audience speaks English well and the other does not.

38
  Regarding law students with mixed abilities, the ultimate result is that good ESP
instruction should be accompanied by properly chosen resources, ie the sooner
learners are exposed to specially produced ESP materials and textbooks, the more
successful their learning outcomes will be. This suggests that ESP may be learned
earlier than the primary stage.
 In the ESP classroom we always deal with students with mixed abilities.
The legal English training course envisages the following strategies and methods of
training:
 classroom practical classes under the guidance of a lecturer/tutor
 compulsory individual work of the student at home (reproduction of professional
texts, as well as Armenian-English, English-Armenian, Spanish-English and
English-Spanish professional translations),
Furthermore, ESP teaching is based on the concept of functional-morphological
linguistic separation and the principle of grading linguistic material according to its degree of
content and figurative complexity. As part of your research, it is of utmost importance to
apply the principles described below;
 application of a functional approach in the presentation of linguistic material,
assimilation of the most used and neutral ways of expression,
 observance of the principle of metaphorical gradation (metaphorically limited
texts are subject to active assimilation in the initial stages of learning, then
metaphorically more complete ones),
 complex (combined) teaching of different types of language activities: speaking,
listening, reading and writing,
 reformulation of the written text with the help of professional vocabulary, which
allows combining different types of language activities,
 careful selection and gradation of audio-visual and multimedia materials
according to the level of comprehension and language difficulty, and adaptation

39
 depending on the level of linguistic and professional preparation of students at
different stages of learning,
 development of a strategy for problem solving, combining and summarizing
individual pieces of professional information from various sources.

Recommendations
After doing extensive study in the field of ESP education, we propose some ideas for
improving the course and addressing the problems highlighted in this work.
Thus, we suggest that professors guide the teaching of professional English among law
students with mixed abilities by the following goals:
 development of linguistic awareness, acquisition of knowledge and abilities:
fixation of the subject of vocabulary, syntax, as well as features of the language
(English),
 increasing the level of students' involvement in communication processes and
verbal activities,
 development of the ability to understand professional texts,
 the ability to communicate freely with English-speaking clients and foreign
lawyers,
 conducting presentations and negotiations in a legal context,
 enrichment of legal vocabulary,
 use of legal terms and expressions,
 analysis and evaluation of the most important provisions of the legal cases
presented in the texts,
 participation in seminars conducted in English,
 preparing a brief summary.
Teachers should review their teaching materials for the overall objective, create a
solid Needs Analysis with the supply of a specific level course book, and utilize a range of

40
strategies to be understood in the classroom since they shouldn't assume that students are
always eager to learn. Since we now have mixed-gender classrooms and less teaching hours, a
true wake-up call should serve the rearrangement of classrooms and course hours each week.
Teachers are expected to implement all of these changes with ease by giving the
administrators of the institutions they work at convincing justifications and testimonials. For
instance, if they observe that their instruction is not going well, they should never turn a
blind eye to the issue, postpone their course of action, or seek for a more comfortable option
before acting immediately.
A startling warning should be issued to teachers and policy makers to allocate time
and resources for Special topic seminars, workshops, and courses for instructors since our
study of the questionnaire demonstrated that pupils prefer a specialist in the relevant field
over a linguist.

BIBLIOGRAPHIC REFERENCE LIST

Works by authors (books, articles published in books, collections of articles, magazines and
newspapers)
1. A.Robin Widdowson, 2010. Market Leader: Business Law, Pearson, Longman.

41
2. Berardo S.A.,2017. The use of authentic materials in the teaching of reading // The
Reading Matrix. Vol. 6. №2.
3. Bhatia, 1982; Candlin, Bhatia, Jensen, Langton, 2002 “Developing legal writing
materials for English second language learners: problems and perspectives”. English
for Specific Purposes, 21.
4. Brown 2011. Self-regulation of assessment beliefs and attitudes: A review of the
Students’ Conceptions of Assessment inventory. Educational Psychology, 31(6).
5. D. Cotton, D. Falvey, S. Kent, 2010. Market Leader Pre-Intermediate, Intermediate,
Course Book (3rd ed.), England: Pearson Education Limited,.
6. Day, J., & Krzanowski M.. (2010). English for specific purposes: an introduction.
Cambridge University Press.
7. DeKeyser, R. M. 2005. What makes learning second‐language grammar difficult? A
review of issues. Language learning, 55(S1), 1-25.
8. E. Jendrych, 2013:45. Developments in ESP teaching. Studies in Logic, Grammar and
Rhetoric, 34(1).
9. Feak C., Reinhart S. 2002:7-24. “An ESP program for students of law”. In English for
Specific Purposes. T. Orr (ed).
10. Gubaidullina R.N., Ilyasova A.M., Khakimzyanova A.S. “Developing of speaking skills
according to the "case study" method” // Social Sciences (Pakistan), Volume 10, Issue
7,.
11. Gubaidullina R.N., Ilyasova A.M., Khakimzyanova A.S., 2016:4053-4058. Creative
approaches development to make learning on the coursebook absorbing // Social
Sciences. 2016. Pakistan. Vol.11, Is.16.
12. Hoffman C. (2011). Using Discourse Analysis Methodology to Teach “Legal English”.
Georgetown University Law Center.
13. Hutchinson T, Waters A., 1987. English for Specific Purposes: A learning-centred
approach, Cambridge University Press,.

42
14. Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge
university press.
15. Jeremy Day and Mark Krzanowski (2011). Teaching English for Specific Purposes: An
Introduction, Cambridge University Press.
16. Kourilova, M. 1979. Teaching English for specific purposes. British medical journal,
2(6187).
17. Lee D.S., Hall Ch., Hurley M. 1999. American legal English. Using language in legal
contexts. Michigan: The University of Michigan Press.
18. Noordin N., Samad A.A. 2010:96. Examining the importance of EST and ESL
textbooks and materials: objectives, content and form.
19. Onofrei et al. 2013. A challenge: teaching ESP in a creative mannerProcedia -Social
and Behavioral Sciences 70, 340 –345.
20. Schmitt, N. 2000:136. Vocabulary in Language Teaching. Cambridge University Press,
Cambridge.
21. Skenderi, L., & Ejupi, S. 2018. Teaching grammar in ESP classes. KNOWLEDGE-
International Journal, 26(2), 615-620.
22. Tharp; Gallimore, 1988. Rousing Minds to Life: Teaching, Learning, and Schooling in
Social Context. Cambridge: Cambridge University Press.
23. Wallace 1992:145. Reading Oxford, O.U.P.
24. Wenden, A. L. 1998:519. Metacognitive knowledge and language learning. Applied
Linguistics, 19 (4).
25. Widdowson, 1983. Learning Purpose and Language Use. Oxford: OUP.
26. Yeago W. 2017. The importance of legal English. Zimniaya, I.A. (1992).
Reproductivity and Productivity in Teaching a Foreign Language. Foreign Languages
at School, 1.

43
Materials from the Internet sources
1. http://esp-world.info/Articles_9/textbooks.htm
2. https://www.tesol-france.org/uploaded_files/files/Coll08-Yeago.pdf
3. https://www.readingmatrix.com/articles/berardo/article.pdf
4. https://studfile.net/preview/15074312/

ANNEXES
Appendix 1.
QUESTIONNAIRE
STRATEGY, LEARNING STYLE AND STUDENTS INTEREST IN LEARNING ESP
ENGLISH

44
Dear students, this anonymous survey has been designed to study current strategies, learning
styles and methodologies in ESP classrooms. The following survey will help us see the
advantages and disadvantages of ESP courses specifically in Law. We aim at receiving honest
and precise answers to enhance the courses teaching proficiency. We will maintain
confidentiality of your personal information as this is only for research purposes.
The questionnaire consists of 10 questions which will take you 8-10 minutes to complete.
We highly appreciate your contribution to our survey. THANK YOU
Table 1

Gender Male ☐ Female ☐

Age 18-24 ☐ 25-34 ☐ 35-44 ☐
Nationality Spanish ☐ Armenian ☐
Your General English A2 (Elementary) ☐ B1 (Intermediate) ☐
knowledge B2 (Upper-Intermediate) ☐ C1 (Advanced) ☐

1. How many times have you ESP lessons in a week?

Once a week ☐

Twice a week ☐

Three times a week ☐

Four times a week ☐

2. What types of issues may you encounter in ESP lessons?

Poor English language backgrounds ☐

Lack of interest ☐

Lack of motivation by the teacher ☐

Lack of awareness of professional background ☐

3. Types of ESP teaching materials:

45
The materials are designed by the teacher ☐

Oxford /Cambridge ESP textbooks ☐

Randomly selected articles and journals from Internet ☐

Mixed ☐

4. What would you like to see more of in your ESP course book?

Vocabulary ☐

Idioms ☐

Reading activities ☐

Writing activities ☐

5․ ESP reading materials should include reading magazine or newspaper articles.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

5.1. ESP reading materials should include reading ESP textbooks and situational
dialogues/reports/emails on related field.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

5.2. ESP reading materials should include reading handouts chosen by professor.

strongly agree ☐

agree ☐

neutral ☐

46
disagree ☐

strongly disagree ☐

6. For improving the writing skills you should write correct coherent paragraphs.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

6.1. For improving the writing skills you should write proficient emails, contracts,
reports, etc.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

6.2. For improving the writing skills you should write logical and brief sentences.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

7. For improving the listening skills you should watch films and videos in Law.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

47
strongly disagree ☐

7.1. For improving the listening skills you should listen to the audio tutorials with the
assignments.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

7.2. For improving the listening skills you should listen to the seminars and lectures
in Law.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

8. For improving the speaking skills you should give efficient presentations.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

8.1. For improving the speaking skills you should learn to utter the language
proficiently.

strongly agree ☐

agree ☐

neutral ☐

48
disagree ☐

strongly disagree ☐

8.2. For improving the speaking skills you should learn the mechanisms of negotiation
with partners.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

9. For improving the scientific vocabulary you should learn separately the definitions
of terms.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

9.1. For improving the scientific vocabulary you should learn the terms by translating
them in mother tongue.

strongly agree ☐

agree ☐

neutral ☐

disagree ☐

strongly disagree ☐

9.2. For improving the scientific vocabulary you should learn the terms in contextual
utterance.

strongly agree ☐

agree ☐
49
neutral ☐

disagree ☐

strongly disagree ☐

10. Is your ESP course closely related to your everyday work/future work?

Yes ☐

Not sure ☐

Almost no ☐

11. The level of English of your course mates is:

Completely different ☐

Almost equal ☐

The same ☐

Appendix 2

Physical Characteristics and Features of Professional English in Use (Law) ESP Textbook
External valuation

Textbook title: Professional English in Use (Law) (Upper intermediate)

External Evaluation: Physical Characteristics and Features
1 Year 2009

50
2 Publisher Cambridge university press
3 Pages 129
4 Blurb Yes
5 Vocabulary List/Index Yes
6 Table of Content Yes
7 Appendices No
8 Intended Audience Students of the Faculty of Law
9 Core and supplementary Core
10 Audio/Visual Aids No
11 Glossary Yes
12 Layout Clear

Appendix 3
Criteria for ESP Textbook Internal Evaluation

Textbook title: Professional English in Use (Law) (Upper intermediate)

Internal Evaluation: Criteria
1 Skills and Components Reading, grammar and vocabulary
2 Content Skill-based
3 Context University students

51
4 Methodology Traditional
5 Syllabus Lexical
6 Reading Type Straightforward language
8 Test and Exercise Normal
9 Motivation Interesting

52