Frame Modeling Method in Teaching and Learning Legal Terminology

• Main Author: Ignatkina Anastasia
• Format: Article
• Language: English
• Published: Sciendo 2018-03-01
• Series: Studies in Logic, Grammar and Rhetoric
• Subjects: concept; cognitive teaching; frame; language didactics; legal culture; terminology
• Online Access: https://doi.org/10.2478/slgr-2018-0005

Law is known to exist only being articulated in a language and discourse, and the students’ ability to comprehend and use its meta-language is one of the main goals for English for Legal Purposes (ELP) teaching. The knowledge of terminology enables students to fit new information (linguistic, disciplinary, factual, cultural, etc.) into the framework of the legal system they are studying. The acquisition of terminology in a foreign language implies knowledge of both conceptual content and the means of its verbalization. This article argues for a cognitive approach to teaching Legal English, and frame modelling as an effective method of teaching and learning legal terminology. The heterogeneous structure of legal concepts (a permanent core and dynamic periphery) suggests the possibility of framing their verbal representations. From this perspective, legal terminology is viewed as a frame structure. Depending on the instructional objective, frame modelling may be circumscribed around a specific concept or frame level.