The current stage of developing foreign language teaching methodologies in higher education is characterized by a focus on the integration of artificial intelligence technologies. This necessitates a rethinking and transformation of teaching and learning approaches in this field to enhance its effectiveness based on multi-paradigmality — the interaction of various methodological systems or paradigms for learning and teaching enhancement. The author clarifies the content and structure of the post-classical innovative paradigm and identifies its key components, which incorporate immersive methods of virtual reality (VR), digital methods and digital gamification methods.

The article proposes a model for developing foreign language competencies through the hybrid use of elements from traditional and classical communicative methods within an innovative paradigm based on artificial intelligence (AI) and digital technologies. It is proven that the model of interaction between the innovative paradigm and elements of the traditional and classical communicative paradigms does not replace but reconsiders them and creates a multi-paradigmatic synergy, resulting in a highly effective learning outcomes.

It is emphasized that achieving this synergistic outcome requires overcoming several challenges: organizing continuous professional development for teachers, eliminating their digital divide, adhering to ethical standards in evaluating the content of used thematic and textual materials, and mastering the innovative paradigm, which encompasses a wide range of personalized, adaptive, interactive, immersive and digital gaming technologies.

The article focuses on the possibility of forming fictious legal discourse within the discourse of a lesson while teaching a foreign legal language to law students. Fictious legal discourse may develop in certain types of tasks. Basing on the analysis of the tasks performed, legal reasoning and the result obtained, linguistic, cognitive and pragmatic features typical of both real and fictious legal discourse have been described, they are cliches, arguments and cognitive structures (linguistic and legal stereotypes). It has been established that background knowledge and developed cognitive structures specific for real legal discourse are actualized in the fictious legal discourse contributing to proper task resolution and successful professional communication.

This review article is a systematic review of scientific publications devoted to variation and variability in business phraseology in English. Variation and variability are important aspects of research in the field of phraseology, especially in the context of business communication. The purpose of the review article is to summarize and systematize the results of research conducted in this area. The author analyzes various scientific publications, considering the aspects of variation and variability of phraseological units in business speech, their use, functions and connotations.

The article discusses topical issues of research on extremist texts. The problems of linguistic expertise are that it is necessary to identify not only explicit, but also implicit information related to calls for extremist activities aimed at inciting hatred or hostility towards groups of people united along national or social lines. The study of extremist texts should begin with the definition of the type of text: printed, creolized or polycode, and therefore it is appropriate to choose the research methodology and methods.

The article examines difficulties of translating the term anti-suit injunction (ASI) into Russian, caused by the differences between the Anglo-American and Russian legal systems. Being an instrument of the common law system, ASI has no direct analogues in the continental legal tradition, which leads to terminological variability: from loan translation to descriptive constructions. The existing interpretations, their advantages and disadvantages, as well as the tendency how the specified instrument relates to the introduced amendments to Art. 248.1 and Art. 248.2 of the Arbitration Procedure Code of the Russian Federation are analyzed. Despite the similarity in their functional purpose, the difference between the legal mechanisms under examination lies in their legal nature: the domestic instrument is based on imperative norms of Russian law, whereas the ASI is founded on the discretionary powers of the court. Particular attention is paid to linguistic and legal aspects, including semantic accuracy, adaptation of the term in the legal professional discourse and risks of misunderstanding. Conclusions highlight the criteria for choosing an optimal equivalent that would properly combine brevity and legal accuracy.

It has been a quarter of a century or even longer that automation and digitalization were introduced in our lives. They have already become an integral part of our lives and keep penetrating deeper into various industries. Translation industry is no exception with the way from the launch of electronic dictionaries to automated simultaneous translation. The rapid digitalization of the translation process provides both new opportunities and challenges. A translator competes not only with himself, not only with other translators, but also with technology. The new digital reality makes it necessary to reconsider approaches to learning, to work, and to professional competencies. Thus, new digital realities require a more comprehensive study of digital technologies, as well as the development of machine translation post-editing skills. This article examines the key trends and changes within the practical domain, the evolving requirements for professional translation, and outlines a set of questions for further study.

n the article, on the basis of the study of English media texts there are examined the manifestations of cover up culture in different spheres of British society — politics, economy, health service, education and the sphere of law. Examples are given of miscarriages of justice in law-enforcement bodies, concealing of important evidence, delaying litigation; linguistic formulas are presented that reflect the peculiarities of the English legal system of the modern British society. The author looks into the interaction between the traditional English legal culture and some introduced legal cultures.

The article deals with the formation of the concept of “linguistic normativity” in the Russian language as the country’s State (National) language, with the key principle of the recent RF governmental documents determining Russia’s linguo-cultural policy. It examines, in particular, the theoretical and practical evolution of the strategy of assimilation and integration in the Russian language dictionaries of foreign words and terms, a continuous process developing from mere recording (registration) and inclusion of borrowed lexemes in the first early 18th century «Russian Lexicon of Foreign Borrowings» to what is currently a comprehensive academic compilation, The Online Normative Dictionary of Loanwords that comprises all the vocabulary of foreign origin approved for use in any genre of oral and written communication, including legal contexts.

The requirements for the language of jurisprudence in general and for the texts of court rulings in particular include a rather significant list, where one of the main ones is the unambiguity of linguistic expressions and the absence of any kind of errors. However, judges often violate these requirements and principles, most often unconsciously. Based on the long-term practice of compiling judicial linguistic examinations, the authors have established that the most common logical and speech errors in the texts of court decisions are logical (contradictions, false oppositions, lack of justification, mixing of private and general), formal legal (lack of specifics, retelling of other people’s words instead of fixing direct speech), speech (the possibility of ambivalence in the interpretation of meaning due to the ambiguity of the lexical meaning of words or the grammatical meaning of a sentence). These errors are considered on the example of a private judicial case. Possible causes of such violations are suggested, the main of which are extralinguistic, as well as an insufficient level of proficiency in literary Russian.

The terminology of international humanitarian law has not been sufficiently studied from the point of view of comparative terminology studies, therefore it is necessary to supplement the information on its composition, existing patterns and directions of its development in modern conditions. The article presents the results of the study of structural (morphological and word-formation) features of single-component English and Russian terms of international humanitarian law, which is part of a large scientific work devoted to a comprehensive analysis of the terminology of this legal branch. The authors collected and studied language material in the amount of 1233 English and 1131 Russian terms. In the list of English special units, single-component terms are presented in the amount of 434 units, which is 34.33 % of the total number of English terms. The list of Russian single-component terms includes 247 units, which is 20.96 % of the total number of Russian units. The findings demonstrate that the formation of single-component legal terms primarily include conversion, morphological and semantic derivation, morpho-syntactic methods, and the meaning of specialization. As a result of studying the morphemic structure of English single-component terms, it was concluded that simple (non-derivative) terms make up 42 % of this list, affixal terms — 45 %, and complex terms — 13 %. The results of the analysis of Russian single-component terms show that simple (non-derivative) terms make up 78 % of this list, affixal terms — 12 %, and complex terms — 10 %.

In the scientific article, the author examines in detail the sociocultural component, as well as cultural and historical realities in the context of teaching a foreign language (German) to students of law schools. In the study, the author notes that knowledge of a foreign language is insufficient for successful communication, since it is necessary to understand the cultural specifics, as well as the historical context. The work analyzes the methods of adapting socio-cultural aspects in the educational process, which includes the use of authentic materials, thematic discussions, and game modeling. The scientific work provides successful examples that illustrate the relationship between the German legal system and cultural specifics in learning a foreign language (German). The scientific work also considers the advantages of the socio-cultural approach in the context of the formation of intercultural competence of students. The author comes to the conclusion that at present it is important to adapt curricula taking into account modern realities and requirements in the context of the globalization process.

Currently, the development of neural networks in various fields of life is rapidly growing. Artificial intelligence (AI) tools can generate lesson plans, presentations, texts, and other educational stuff in seconds upon user’s request. Chatbots can not only answer questions and provide necessary feedback but also make useful recommendations for improving results. This raises the question within the teaching community: can foreign language teachers not only counteract the methodological risks that inevitably arise with the digitalization of higher education, but also utilize AI as a reliable assistant, making the educational process more efficient and effective thanks to advances in science and technology? In this article, the authors attempt to fully understand this problem in the context of AI development and provide some examples of methodology work with law school students studying foreign languages.

The introduction of AI into the educational process does indeed open up new opportunities for foreign language teaching, but it is associated with a number of methodology risks. This article examines some key issues associated with the use of AI in teaching foreign languages to law students, including the diminished role of the teacher, insufficient adaptation to professional vocabulary, the risks of inaccurate translation, and certain ethical aspects. To improve the effectiveness of the educational process, recommendations are offered to minimize these risks.

The article is devoted to the study of the effectiveness of the use of telegram-bot in the formation of language competence in law students. The author considers telegraphy-bot as an additional means of foreign language teaching, with wide functional possibilities: integration of audio materials, holding quizzes, organization of dialogues and monologues, use of images and competitive elements. In the experimental training conducted during the semester, it was found that the use of chat-bot contributes to a significant increase in lexical and grammatical skills, as well as improving communication skills. The phonetic component showed a moderate growth, which is explained by the higher level of its formation. It is noted that accessibility, interactivity and personalization of the bot enhance students’ engagement and facilitate practice outside of the classroom. The author stresses that the telegram bot cannot be a complete replacement for traditional teaching methods, but rather is an auxiliary tool to fill gaps and improve existing skills

The article examines and covers the most effective teaching methods and ways to master legal vocabulary by students of Universities of law. The importance of the successful mastering of legal vocabulary by law students for the ability to analyze legal concepts of different countries is emphasized. Mastering a large array of legal terminology is not an easy task, so the authors suggest using the most effective methods that can help students. The article focuses on the types of vocabulary semantics, working with definitions, the meaning of the context. The significance of the semantics of synonyms and antonyms, the importance of phonetic association is touched upon. The authors suggest using game-based teaching methods in the auditorium. Attention is paid to the etymological analysis of words, word formation and the existence of international legal vocabulary. The effective use of crosswords and organigrams is touched upon. Attention is paid to the successful use of business games and presentations. Based on personal experience, the authors conclude that only an integrated approach to using various teaching methods contributes to the successful mastering of legal vocabulary.

In this article the possibilities of appliance of QR codes in the process of teaching foreign languages to law students and also the advantages of this approach are considered. The authors show specific examples of appliance of QR codes in teaching materials, as well as the described results of research confirming the effectiveness of this teaching method. Understanding of a foreign language in the context of cultural dialogue is of great importance for successful legal practice, and the use of QR codes can become a new tool in achieving this goal. The authors believe that the use of QR codes has a significant didactic potential. Firstly, this method allows creating an interactive environment where students can interact with various materials, including audio, video, articles and other resources related to cultural aspects and legal systems of different countries. Secondly, the use of QR codes provides quick and convenient access to additional educational resources through mobile devices. Students can scan a QR code with the camera of their smartphone or tablet and instantly access the materials, thus minimising the need to search for information on the internet or in the library. Thirdly, the use of QR codes promotes the development of independent work and research skills.

The study of the role of artificial intelligence in activating the linguistic experience of students of non-language universities in English classes is a contemporary topic for modern higher education. Using the variability of digital technologies in the process of teaching English to students of nonlinguistic universities provides new approaches to the educational process. The article considers the results of the application of artificial intelligence for legal specialties in teaching English to undergraduate students. Tasks created with the help of modern technologies provide an opportunity to model a foreign-language environment to activate students’ linguistic experience, develop intercultural communication, as well as form knowledge in the foreign language professional sphere. The result of research on the application of the developed tasks is to improve the quality of education in the field of foreign language, increase motivation and apply information in the professional sphere at an international level. The use of artificial intelligence tools allows modeling the linguistic experience of students in the professional sphere, using English as another competence of a specialist in the field of jurisprudence.

This article presents the author’s technology for conducting communicative training at different stages of foreign language acquisition by university students, including the secondary vocational education integrated into the university system. The author addresses the issues and specifics of this type of training, offering her original definition of communicative training for students’ foreign language speech activity in higher education that differs from the existing ones in the scientific literature, thereby establishing its theoretical novelty. The originality of this article lies in the author’s developed communicative training technology with a detailed description of its stages. The teacher’s role in the developed communicative training is also emphasized and defined as the mentor and the expert. The author presents her original communicative training design with the specific example, which may be of scientific and practical interest for experience sharing in pedagogical practice.

The article highlights the problem which current legal education is facing at the moment: it is the contradiction between the low level of value-motivation of modern students and the requirements of the state and society for legal professionals. This discrepancy should be eradicated which is especially relevant in the period of the special military operation. On the basis of the analysis of the educational process in Kutafin Moscow State Legal University (MSAL) the author provides the advice on the use of technologies stimulating the growth of both professional legal skills and general culture skills; the author stresses the emergency of taking serious measures aimed at increasing of patriotism and morality in the period of the special military operation.

The article discusses the pedagogical possibilities of developing the social responsibility of the Russian universities of the humanities’ students — future lawyers. The structural characteristics of this concept are highlighted. Criteria and indicators of a high level of development of social responsibility of future lawyers are defined. The most urgent problems in the development of modern youth social responsibility characteristic are summarized. It is shown that the main incentive for the development of social responsibility is the new needs of the individual, which cause changes in the strategy of professional and personal development. Successful cases of social responsibility development are described. The results of a study of the peculiarities of the social responsibility development of the Moscow humanities universities students in cooperation with the Charitable Foundation "Way of Life" are presented. The importance of involving students in charity events on an ongoing basis is revealed, which implies the development of personal semantic attitudes and stable value orientations. It is concluded that developed social responsibility is the basis for a positive, active lifestyle involved in solving socially significant issues, adequate self—esteem, a stable value system, and readiness for constant spiritual growth.

In the scientific article, the author examines the main technological and methodological solutions for improving educational activities and cognitive interest among students in the secondary vocational education system when studying a foreign language in the legal field. The author analyses in detail the types of motives and the specificity of teaching adolescent students. The author focuses in detail on pedagogical technologies suitable for use in educational activities and also considers extracurricular activities that contribute to the formation of active cognitive activity among college students. The article pays special attention to modern digital technologies in the educational process. In the scientific work, the author also considers the role of encouragement in the educational process.

The article is devoted to studying the role of stereotypical perceptions of religious groups as a source of negative information that account for such semantic component which constitute linguistic indicators of hostility. Multimodal humorous texts (internet-memes, videos) compiled the representative material of the study. These texts are a vital part of the Internet communication and can be used with a purpose to spread negative information about a religious group. Studying semantic features of such texts is relevant as they often become subject to forensic linguistic examination and are proven to be difficult for linguistic expert analysis due to the complexity of their structure. The article covers distinctive features of multimodal texts (heterogeneous structure, persuasiveness), a definition of the term “religious stereotype” and description of its role in constituting linguistic indicators of hostility as well as means of their representation in a multimodal humorous text. The results of the research can further contribute to theory and practice of forensic linguistic examination.