This article presents a broad overview of goals and objectives of teaching English as the language for professional purposes at law schools of Russian universities. It is the author's opinion that these objectives cannot be limited to the needs of lawyers who specialize in international transactions, but are also relevant in the view of a deeper understanding of the Russian law in its present form and in the coming years.

The article analyzes the role of the German language as a language of business communication, talks about the language of business law and the peculiarities of their use, contributing to convince the consumer to buy a certain product. Examples are given of the ways in which negative formulations can be excluded from the associative field and the goods and services offered can be described in positive words. Attention is drawn to the fact that advertising is related to psychology, i.e., in the end, it is a question of purposeful and indirect influence on a person for commercial purposes

This article discusses the four fundamental skills that are essential for non-native English speaker law graduates who seek to work for international law firms where English is the language of everyday business. These skills include: (1) language proficiency level; (2) reading, summarizing and writing skills; (3) Plain English; and (4) Legal English. The article also looks at certain problems that law students typically encounter while learning English and recommends exercises for practicing some of the abovementioned skills and rectifying such problems.

The article focuses on matters of distance teaching in general and on matters of distance teaching English, in particular. The author explains the necessity of applying distance teaching technologies in a modern learning process and covers advantages and disadvantages of teaching distantly. Specific attention is drawn to practical matters of distance teaching in its various forms. The author also provides some ideas on applying distant technologies of teaching English in institutions of higher education.

The article is devoted to the recent problem of professional training of law students. To solve this problem special consideration is given to the development of the emotional intelligence of law students in English classes. These classes allow students to perceive the emotions of others, expressed in the language of native speakers, and express their emotions, empathy, and others in his professional speech in English.

Internationalization of professional training of a specialist is considered to be a reality of the new Millennium. It presupposes a high level of cross-cultural conpetence. Social-cultural aspect is an inherent element of the content of teaching a foreign language.

The article considers cognitive aspect of using metaphors in general and in legal language in particular: the authors look into various approaches to metaphors and their functions. As metaphors are used in the process of thinking contributing to setting up a cognitive model of the world around, it is apparently present in legal discourse. The article considers conceptual metaphors in the language of corporate law, namely when we speak about consolidations, mergers and takeovers. Several metaphorical models that are used by the specialists of the branch are given with the examples of their verbalization. The article argues that not only do such metaphors influ ence the legal discourse but they shape the legal rules as can be seen from the precedents of the ECHR and other courts.

The article is devoted to peculiarities of linguistic borrowing and translation of legal terminology. It is also focused on the impact the said trend have on ESP.

The authors draw attention to the necessity of mastering English as a language of international communication in the modern world determining issues related to mastering it as a language of professional communication in general and in the sphere of law in particular offering analysis of some legal terms existing in different legal cultures. In terms of the issue under consideration, the authors believe that effective interaction of partners in intercultural communication requires not merely and solely a high level of English, but knowledge of professional terms and what is most important the skill of handling them; knowledge of existing cultural and legal differences in this professional sphere and skills of expressing and communicating information so that it could be correctly and without distortion perceived by the partner in intercultural professional communication. Analyzing available scientific sources devoted to the issues of intercultural communication as such and issues of teaching intercultural foreign language professional communication in the sphere of law, the authors come to conclusion that professional language training of law students should not be limited to learning professional terms and mastering translation skills but also should include development of skills conducive to prompt adaptation of law graduates in intercultural legal space.

The article considers modern information technologies used for optimization and acceleration of the translation process. Particular attention is paid to the Google-Translate system, currently the most popular among Internet users. It is established that the quality of automatic translation is dependent on the theme and style of the original text. It is also concluded that post-editing is an obligatory condition for achieving the high quality of online service translations. It is considered the possibility to recognize and allow the application of Google-Translate when teaching a foreign language in a law school.

The article contains basic information on the history and development of corpus linguistics - one of the sections of modern linguistics, the purpose of which is the creation and use of language corpora in linguistic research. The main corpora of different languages are listed, the possibilities of using the methods of corpus linguistics in the study of foreign languages are shown, and the contribution of corpus linguistics to the study of legal vocabulary is described. The authors express their opinion on the place of the discipline in the system of linguistic science and in a number of information technologies, visually show the methods of its practical application in the teaching of English in a law school.

The article outlines ways of optimisation of the existing methodology of teaching legal English within the scope of introductory university courses through the application of CLIL (Content and Language Integrated Learning). It considers an approach to the definition of this method through the development of foreign methods with similar principles. It determines common goals of modern teaching of foreign languages in a law university and of CLIL, analyses the rationale and specifies ways of implementing the latter. Special emphasis is made on the formation of learner autonomy, the development of professional foreign language communication and cognitive skills as essential characteristics of a highly qualified specialist.

This article focuses on an emerging area of law, fashion law that is just beginning to be recognized as a distinct practice specialty. Fashion law is unique and has its own terminology that's why it can be seen as a separate course in legal English. There are a lot of peculiarities in Anglo-American legal system that can help students break into the field of fashion law and compare different legal systems.

The article concerns the question of developing system-creative thinking in the classes of English. It contains the description of some of the creative technologies (cluster, mind map, cubing) featuring their positive aspects. The author considers her own experience of using the technologies and their impact on students» system-creative thinking.

The article focuses on the method of developing summarizing skills of texts in English, used in the practical course of English teaching at the Department of Legal Translation of MSAL. Several effective types of tasks and forms of classroom activities to form language competencies are recommended for the purposes of English language studies.

The article deals with the impact of educational environment in its form of «aesthetic developing environment» on the forming of communicative competence of future lawyers. There are defined the interlinkages between the concepts. Via the questionnaire servey of students, there are revealed their perception of communicative competence as the basis of prospective practice, the influence of aesthetic developing environment on the professional growth and the willingness to engage in creating of such type of environment.

The article is concerned with the problems of helping English language students to develop pragmatic competence. It discusses politeness theory and grammatical means of expressing negative politeness and face saving acts.

The article is devoted to the educational aspect of International Moot Courts. The article describes International Moot Court as one of the forms of experiential learning for law school students.

The article deals with the problems of professional language learning training in the framework of additional education. Special attention is given to learning language for specific purposes and different additional language programs that provide professional language training.