Summary

The study investigates the effectiveness of applying discourse analysis in teaching professional English to law students. It examines C. Hoffman’s comprehensive approach, implemented at Georgetown University, which focuses on developing students’ ability to critically analyze authentic legal texts. We propose a curriculum for senior-year Law students in Russia and outline the step-by-step organization of a class using discourse analysis.

The research discusses how that discourse analysis enables students to acquire essential background knowledge, understand the social practices and structures underlying American legal discourse, and interpret legal texts effectively. Key components such as intertextuality and presupposition are emphasized as central to understanding legal discourse. The study also provides practical guidance on transitioning students from analysis to producing authentic legal documents.

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