Synergy-based learning environment for developing foreign discourse legal system perception among law students

The article focuses on the issue of teaching a foreign language discourse legal system perception within the framework of the synergetic concept. This concept shows that language and discourse teaching constitutes a dynamic self-developing system where language, the individual, and the environment function as interconnected components of an open evolutionary process. According to the authors, applying a synergetic methodology in teaching language for specific purposes helps students develop skills for interdisciplinary communication, practical abilities to solve complex and non-standard tasks in the legal field, teamwork skills, and the ability to effectively use language tools. The aim of the article is to identify, theoretically substantiate, and experimentally verify the pedagogical conditions that ensure a synergetic effect in the process of forming a professional foreign discourse competence of law students. The conceptual and methodological foundation of this work is the linguistic-synergetic approach to modeling the foreign language teaching process. The theoretical and methodological basis of the research comprises theoretical aspects of discourse and discourse analysis, fundamental principles of foreign language teaching methodology, modern concepts in the theory and methodology of teaching foreign language professional discourse in higher education, and conceptual aspects of the case-study method. The fundamental aspects of the linguistic-synergetic approach are considered in combination with the competence-activity and communicative approaches and their principles, which together form a unified methodological foundation facilitating the implementation of key tasks in teaching the basics of a foreign language discursive legal system. The leading principles of these approaches, which determine the content of teaching professional foreign language discourse, are described and substantiated. The concepts of "discourse" and "professional foreign language discourse" are specified, and their significance in the foreign language training of law students is defined. A pedagogical model for teaching a foreign language discursive legal system perception is presented, and its effectiveness in implementing a synergetic approach to teaching a foreign language for legal purposes is justified. It has been established that organizing the educational process according to this model enables students to navigate the English-language legal context, understand the specifics of the field of legal knowledge, comprehend the features of professional activity, and build harmonious professional communication in a foreign language environment. The authors declare that there is no conflict of interest.

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