Vol. 24 (2025)

View Vol. 24 (2025)
DOI: https://doi.org/10.46991/FLSP.2025.24
Published: 2025-06-30

Articles

  • Articles

    ANALYSIS OF PROFESSIONAL ARTICLES ON LEGAL ISSUES IN PUBLICISTIC STYLE

    Margaret Apresyan, Mariam Karapetyan
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    Abstract

    The present paper studies professional articles on legal issues targeted at a broad readership focusing on their stylistic and genre-based diversity. The study shows that the articles noted above blend features of both scientific and publicistic styles utilizing expressive stylistic devices determined by their communicative tasks and goals to target a wider range of audience.

    References

    1. Власенко, Н. А. (1997). Язык права: Монография. Иркутск: Восточно-сибирское книжное издательство, Норма-плюс.

    2. Губаева, Т. В. (2007). Язык и право. Искусство владения словом в профессиональной юридической деятельности. Москва: Норма.

    3. Костомаров, В. Г. (1971). Русский язык на газетной полосе: Некоторые особенности языка современной газетной публицистики. Москва.

    4. Крюкова, Е. А. (2003). Язык и стиль законодательных актов (с. 139).

    5. Мущинина, М. М. (2005). О правовой лингвистике в Германии. В Юрислингвистика V: Юридические аспекты языка и лингвистические аспекты права (с. 18–30). Барнаул.

    6. Шепелев, А. Н. (2002). Язык права как самостоятельный функциональный стиль (Кандидатская диссертация). Тамбов.Bhatia, V. K. (1983). Simplification is easification: The case of legal text. Applied Linguistics, 4(1), 42–54. https://doi.org/10.1093/applin/4.1.42

    7. Coode, G. (1848). On legislative expression, or, the language of the written law.

    8. Fredman, S. (2014). Substantive equality revisited (Legal Research Paper Series, Paper No. 70/2014). University of Oxford. https://www.law.ox.ac.uk/sites/files/oxlaw/ssrn-id2503962.pdf

    9. Garner, B. A. (2002). The elements of legal style (2nd ed.). Oxford University Press.

    10. Gibbons, J. (Ed.). (2004). In Language and the law (p. 49). Cambridge University Press.

    11. Tiersma, P. M. (1999). Legal language. University of Chicago Press.

    12. United Nations. (2011). Draft articles on the responsibility of international organizations, with commentaries. https://legal.un.org/ilc/texts/instruments/english/commentaries/9_11_2011.pdf

  • Articles

    THE ISSUES OF NATIONAL IDENTITY IN AMERICAN POLITICAL DISCOURSE

    Samvel Abrahamyan
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    Abstract

    The article discusses the main issues of national identity in American political discourse on the basis of analysis of the inaugural addresses of the American presidents. It has been shown that American presidents’ inaugural speeches are rooted in traditional American civic and moral values, particularly emphasizing liberty, democracy, equality, justice and unity as traits of national identity. These themes serve as both a call to action and a reaffirmation of enduring national principles, traits and values of the American people. It has also been shown that the significance attributed to different traits of national identity can change depending on political, economic, social and other factors. In this regard, the article examines the different interpretations of national identity used by American presidents in their inaugural addresses, the speech strategies and tactics of its construction and expression.

    References

    1. Anderson, S.L. (2016). Immigration, Assimilation, and the Cultural Construction of American National Identity. N.Y., Abingdon, Oxon: Routledge.

    2. Beasley, V.B. (2004). You, the People: American National Identity in Presidential Rhetoric. College Station: Texas A&M University Press.

    3. Fukuyama, F. (2018). Identity: The Demand for Dignity and the Politics of Resentment. L.: Profile Books.

    4. Gadjiev K.S. (1990). Amerikanskaya natsiya: Natsionalnoe samosoznanie i kultura. M.: Nauka.

    5. Huntington, S.P. (2004). Who Are We? The Challenges to America’s National Identity. N.Y, Oxon: Simon & Schuster.

    6. Mihaleva O.L. (2009). Politicheskiy diskurs. Spetsifika manipulyativnogo vozdeystviya. M.: Librokom.

    7. Wodak, R., de Cillia, R., Reisigl, M., Liebhart, K. (2009). The Discursive Construction of National Identity. Edinburgh: Edinburgh University Press.

    Internet Sources of Data

    1. The Full Transcripts of Donald Trump’s Interviews With TIME. April 30, 2024 . URL: https://time.com/6972022/donald-trump-transcript-2024-election/ (accessed 23.04.2025)

    2. Inaugural Address by President Barack Obama (2013). URL: https://obamawhitehouse.archives.gov/the-press-office/2013/01/21/inaugural-address-president-barack-obama (accessed 23.04.2025)

    3. Inaugural Address by President Joseph R. Biden, Jr. January 20, 2021, URL: https://www.whitehouse.gov/briefing-room/speeches-remarks/2021/01/20/inaugural-address-by-president-joseph-r-biden-jr/(accessed 23.04.2025)

    4. Lilla M. The End of Identity Liberalism. (2016). URL: https://www.nytimes.com/2016/11/20/opinion/sunday/the-end-of-identity-liberalism (accessed 23.04.2025)

    5. Lopez G. The battle over identity politics, explained. Identity politics isn’t just a tool of the left. The right has used it again and again. (Aug 17, 2017). URL: https://www.vox.com/identities/2016/12/2/13718770/identity-politics (accessed 23.04.2025)

    6. President Barack Obama's Inaugural Address (2009). URL: https://obamawhitehouse.archives.gov/blog/2009/01/21/president-barack-obamas-inaugural-address (accessed 23.04.2025)

    7. President Donald J. Trump. The Inaugural Address. January 20, 2025. URL: https://www.whitehouse.gov/remarks/2025/01/the-inaugural-address/ (accessed 23.04.2025)

    8. Read Hillary Clinton’s Speech on Donald Trump and the GOP’s ‘Radical Fringe’ (August 25, 2016). URL: https://time.com/4466706/hillary-clinton-donald-trump-radical-fringe-hate-transcript/ (accessed 23.04.2025)

    9. Remarks of President Donald J. Trump. Inaugural Address. January 20, 2017

    URL: https://trumpwhitehouse.archives.gov/briefings-statements/the-inaugural-address/ (accessed 23.04.2025)

    10. Tensley B. (2024). How Black voters and simmering protests contributed to Trump’s loss. November 10, 2020. URL: https://edition.cnn.com/2020/11/10/politics/alicia-garza-black-lives-matter-election-joe-biden (accessed 23.04.2025)

    11. Todd S. (2021). Joe Biden is the first US president to call out white supremacy in inaugural address. URL: https://tech.yahoo.com/business/articles/joe-biden-first-us-president-204531142.html (accessed 23.04.2025)

    12. Trump Says Suburban Women Have to be ‘Protected When They Are Home’. Nov 3, 2024. URL: https://www.wsj.com/livecoverage/harris-trump-election-11-01-24/card/trump-says-suburban-women-have-to-be-protected-when-they-are-home--MM07aVMyHQbjsU5o4mW2 (accessed 23.04.2025)

    13. Woods E.T. et al. How Trump’s definition of a ‘real’ American has grabbed his audience – and what our research shows about why. June 3, 2024 https://theconversation.com/how-trumps-definition-of-a-real-american-has-grabbed-his-audience-and-what-our-research-shows-about-why-225403 (accessed 23.04.2025)

  • Articles

    FUNDAMENTAL PRINCIPLES OF CONSTRUCTING A FOREIGN LANGUAGE TEXTBOOK FOR SPECIFIC PURPOSES

    Lusine Grigoryan, Ruzanna Gevorgyan
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    Abstract

    Foreign language textbooks designed for specific purposes (ESP) play a crucial role in developing specialized communication skills essential for success in professional or academic fields. Unlike general language learning resources, these textbooks are tailored to meet the distinct linguistic, cultural, and contextual needs of their target audience. They aim to equip learners with practical tools for navigating real-world situations in specific domains, such as business, medicine, law, or engineering. By focusing on relevant vocabulary, terminology, and communicative strategies, ESP textbooks enable learners to achieve high proficiency levels in their specialized areas, enhancing their overall effectiveness and competence in the field.

    Creating an effective ESP textbook requires adherence to several fundamental principles. These principles guide every stage of the textbook development process, ensuring that the content is relevant, practical, and adaptable to the learners’ specific goals. From conducting a comprehensive needs analysis to integrating authentic materials and task-based learning approaches, the construction of such textbooks is a carefully planned and deliberate process. Furthermore, ESP textbooks must strike a balance between teaching language skills and addressing field-specific demands, such as technical terminology, professional etiquette, and cultural awareness.

    The design process also emphasizes modularity, allowing educators to adapt materials for different learner levels and contexts. Flexibility is key, as the diverse needs of target audiences necessitate customizable structures and activities. Additionally, the integration of measurable learning outcomes and regular assessments ensures learners can track their progress and apply their skills confidently in professional scenarios.

    By following these principles, educators and textbook developers can create resources that not only teach language but also empower learners to engage effectively in their chosen fields. This article explores these foundational principles in detail, highlighting their significance and providing a blueprint for constructing foreign language textbooks tailored to specific purposes.

    The purpose of the article is to specify the theoretical (conceptual) foundations of designing an English language textbook that meets the modern requirements of teaching English for Specific Purposes (ESP), thus considering the conceptual foundations of designing a textbook as a systemic description of the textbook, the principles of its construction, external and internal factors influencing its content, as well as the requirements for its use.

    The purpose of this article is to outline the theoretical foundations for designing an English language textbook that aligns with modern requirements for teaching English for Specific Purposes (ESP). This includes examining the conceptual framework for textbook development as a systematic description encompassing the textbook's structure, guiding principles, external and internal factors influencing its content, and the practical requirements for its effective use in educational settings.

    References

    Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge

    University Press.

    Halliday, M. A. K., McIntosh, A., & Strevens, P. (1964). The linguistic science and language teaching. London: Longman.

    Brown, J. D. (1995). The elements of language curriculum. Boston, MA: Heinle & Heinle.

    Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary

    Approach. Cambridge University Press.

    Robinson, P. (1991). ESP Today: A Practitioner’s Guide. Prentice Hall.

    Long, M. H., & Crookes, G. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly.

    Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach.

    Cambridge University Press.

    Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.

    Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly.

    Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle.

    Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle.

  • Articles

    THE IMPORTANCE OF PROVIDING LANGUAGE COMMUNICATION MATERIAL IN ADVANCED ENGLISH COURSE

    Naira Hayrapetyan
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    Abstract

    When organizing an advanced English language course, it is necessary to select and teach  language material from new methodological perspectives. The development of  socio-cultural awareness is a prerequisite for mastering language material. In other words, communicative awareness is based not on linguistic, but on socio-cultural and pragmatic awareness. From the perspective of advanced English learning, it is important that learners master the language as a means of communication. In the new methodical system, the role of grammatical knowledge is not underestimated, but the development of communication abilities and skills remains the priority.  The main goal of advanced English learning is not grammatical rules, but effective assimilation of speech patterns.

    References

    1. Աստվածատրյան, Մ. Գ. (1985). Օտար լեզուների դասավանդման մեթոդիկա: Դասագիրք բուհերի համար. Երևան: Լույս:

    2. Լեզուների իմացության/իրազեկության համաեվրոպական համակարգ. (2005). Ուսումնասիրություն, դասավանդում, գնահատում (Ծրագրի ղեկավար Ս. Զոլյան, թարգմ. Ս. Կարախանյան և ուրիշներ). Երևան: Նորք:

    3. Նազարյան, Ա. Հ. (1993). Լեզվաբանական տերմինների ֆրանսերեն-ռուսերեն-հայերեն ուսումնական բառարան. Երևան: Ապոլոն:

    4. Вятютнев, М. Н. (1975). Понятие языковой компетенции в лингвистике и методике преподавания иностранных языков. Иностранные языки в школе, (6).

    5. Галькова, Н. Д., & Соловцова, Э. И. (1991). К проблеме содержания обучения иностранным языкам на современном этапе развития школы. Иностранные языки в школе, (3), 31.

    6. Мильруд, Р. П. (1986). Актуальные проблемы методического обучения иностранным языкам за рубежом. Иностранные языки в школе, (3), 34.

    7. Мильруд, Р. П. (2002). Коммуникативность языка и обучение разговорной грамматике (упрощённым предложениям). Иностранные языки в школе, (2), 16.

    8. Мильруд, Р. П. (2004). Компетентность в изучении языка. Иностранные языки в школе, (7), 36.

    9. Поляков, О. Г. (2005). Роль теории учений и анализа потребностей в проектировании профильно-ориентированного курса английского языка. Иностранные языки в школе, (1), 3–13.

    10. Рахманов, У. Р. (1962). Методические требования к учебникам по иностранным языкам для средней школы. Иностранные языки в высшей школе, (1).

    11. Austin, J. L. (1962). How to do things with words. Oxford University Press.

    12. Bachman, L. (1990). Fundamental considerations in language testing. Oxford University Press.

    13. Larsen-Freeman, D. (1986). Techniques and principles in language teaching (p. 43). Oxford University Press.

    14. Rivers, W. M. (1964). The psychologist and the foreign language teacher. Oxford University Press.

    15. Velde, Ch. (1997). Crossing borders: An alternative conception of competence. 27th Annual SCITREA Conference, 27–35..

  • Articles

    ARTIFICIAL INTELLIGENCE AND ITS INTEGRATION INTO TEACHING LEGAL ENGLISH

    Kristina Mkrtchyan, Lusine Mnatsakanyan
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    Abstract

    The aim of this article is to study Artificial Intelligence in the context of teaching and learning. AI offers remarkable opportunities to enhance the teaching and learning of Legal English. The tools can help law students develop the linguistic competence and legal reasoning they need to thrive in a global legal environment. AI is revolutionizing not only how law is taught but also how specialized subjects like Legal English are delivered and understood. However, like in any other sphere, in legal and educational spheres as well, AI must be implemented thoughtfully and ethically, with full awareness of its capabilities and shortcomings.

    References

    1. Ashley, K. D. (2017). Artificial Intelligence and Legal Analytics: New Tools for Law Practice in the Digital Age. Cambridge University Press.

    2. Barfield, W. (2023). The Ethics of Artificial Intelligence in Law: Risks and Opportunities. Stanford Law Review, 75(3), 421–447.

    3. Bhatia, V. K. (1993). Analyzing Genre: Language Use in Professional Settings. Longman.

    4. Gikandi, J. W. (2021). “Adaptive Learning Technologies and Personalized Learning in Higher Education.” International Journal of Educational Technology in Higher Education, 18(1), 15.

    5. Haigh, R. (2018). Legal English. Routledge.

    6. Katz, D. M., Bommarito, M. J., & Blackman, J. (2020). “A General Approach for Predicting the Behavior of the Supreme Court of the United States.” PLOS ONE, 15(4), e0231730.

    7. McGinnis, J. O., & Pearce, R. G. (2021). “The Great Disruption: How Machine Intelligence Will Transform the Role of Lawyers in the Delivery of Legal Services.” Fordham Law Review, 89(3), 1025–1057.

    8. Wikipedia “ Age of Artificial Intelligence”

  • Articles

    THE APPLICATION OF AI-POWERED AND DIGITAL TOOLS IN TEACHING VOCABULARY

    Satenik Saroyan
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    Abstract

    This paper aims at highlighting the importance of incorporating some digital and AI tools in the process of teaching vocabulary. Traditional methods will always remain at the core of teaching, however, with the development of new technologies, teachers also need to change their approaches and methods by incorporating digital activities into their course. This helps to attract the attention of the new generation that has grown on digital tools. Although teachers often do not warmly welcome the application of AI tools by the side of learners and continue to recommend them not to rely on artificial intelligence for fulfilling their tasks, students continue to widely apply them for their curricular activities. It increasingly becomes impossible to stop learners from using those tools in their study. Thus, teachers have no other choice than to make this challenge into a chance. For doing this, teachers could elaborate relevant approaches to include these modern-day tools in their lesson planning and to transform their teaching methods according to the new tendencies.

    The research was carried out by the application of the experimental method to foster student engagement and to provide our study with practical value, as well as with empirical evidence. This method also helped us create proper conditions for students to apply the newly acquired knowledge in practice.

    The results and findings discussed in this research have shown that the application of AI-powered tools in teaching vocabulary can lead to effective and active teaching in different educational institutions. Moreover AI-powered digital tools help the teacher choose certain tasks and vocabulary levels according to the individual needs of every learner, which provides the course with effectiveness and raises its productivity.

    References

    1. Boulton, A. (2016). Data-Driven Learning and Language Pedagogy. International Journal of

    Lexicography, 29(3).

    2. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass.: Belkapp Press.

    3. Gardner, R. C. (1985). Social psychology and second language learning. The role of attitudes and motivation. Edward Arnold.

    4. Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural

    understanding. Language Learning & Technology, 22(3).

    5. Hendra, P. (2011). Effective Strategies for Teaching Vocabulary to Young Learners. 14(2).

    6. Hubbard, P. (2009). General Introduction. In P. Hubbard (Ed.), Computer Assisted Language Learning: Critical Concepts in Linguistics (Vol. 1). Routledge.

    7. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.

    8. Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.

    9. Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the

    platform. Language Learning & Technology, 14(2).

    10. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1).

  • Articles

    ON THE PECULIARITIES OF TEACHING SPANISH PERSONAL PRONOUNS TO AN ARMENIAN-SPEAKING AUDIENCE

    Lilit Saroyan
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    Abstract

    This study is dedicated to the teaching of Spanish personal pronouns. The use of personal pronouns in Spanish often appears quite complex to Armenian learners, as well as to other foreigners studying Spanish. The article thoroughly examines modern teaching methods that contribute to the effective teaching, acquisition, and correct usage of Spanish personal pronouns. The relevance of this article is  conditioned by the growing demand for the Spanish language worldwide and the increasing number of learners from various national backgrounds. The article addresses the main approaches that play a key role in teaching Spanish personal pronouns and, through a learner-centered approach, make the process of mastering them more accessible.

    References

    1. García, M. (2017). La enseñanza del español como lengua extranjera: reflexiones y desafíos. Revistade Lenguas para Fines Específicos, 23(2), pp. 7-24.

    2. Lázaro Mora, R. (2009). Tratamiento pronominal en el aula de ELE: ¿Usted o tú? Revista MarcoELE, n.9.

    3. López Moratalla, N. (2004). La enseñanza de los usos de los pronominales del español. Didáctica (Lengua y Literatura), 16, 73-88.

    4. Martínez, A. (2014). Métodos y enfoques en la enseñanza del español como lengua extranjera.

    5. Peris Martín, E. (2000). La enseñanza centrada en el alumno. Algo más que una propuesta políticamente correcta. Frecuencia-L, 13, pp. 3-30.

    6. Richards, J.C. and Rodgers, T.S. (2014) Approaches and Methods in Language Teaching.(3rd ed.)

    7. Thornburry, Scott. (1999). How to Teach Grammar.

    8. Рыжкина, И. Б.(2009). Коллаж как средтсво и способ организации межкультурного диалога. Русский язык и межкультурная комуникация, 8(1), сс.24-28.