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Kommunikativen Ansatzes zur Vermittlung und Beurteilung der Zweitsprache]. Applied linguistics 1 (1): 1-47. Cindrić, I. & Narančić Kovač, S. (2005). English and other foreign languages in Croatia – a needs analysis. [Englisch und andere Fremdsprachen in Kroatien: Bedarfsanalyse]. Strani jezici 34 (3): 189-203. Fearns, A. (2003). Fachsprachenunterricht. In: K.-R. Bausch, H. Schrist, H. & H.-J. Krumm (Hg), Handbuch Fremdsprachenunterricht. Tübingen – Basel: A. Francke Verlag. 4., neubearbeitete Auflage. Kordić, Lj. (2003). Analiza potreba: njemački kao strani jezik za pravnu struku. [Bedarfsanalyse: Deutsch als Fremdsprache im Fachbereich Jura]. Dijana Stolac (Hg.), Zbornik HDPL. Rijeka – Zagreb: HDPL. 243-271. Kordić, Lj. & Mujić, N. (2003). Strani jezik u funkciji struke: istraživanje stavova djelatnih pravnika i studenata prava. [Fachfremdsprache: Forschung der Stellungnahmen der Berufstätigen Juristen und der Jurastudenten]. Pravni vjesnik 19/2003, (3-4). Osijek: Sveučilište J.J. Strossmayera u Osijeku – Pravni fakultet. 57- 77. Kordić, Lj. (2008) Njemački kao strani jezik u pravnoj struci: postignuća, potrebe, perspektive. [Deutsch als Fremdsprache im Bereich Jura: Bestandsaufnahme, Bedarfsanalyse und Perspektiven]. Zagreb: Philosophische Fakultät (unveröffentlichte Dissertation). Sokol, N., Šarčević, S. & Topolnik, V. (2002). Deutsch für Juristen I – Njemački za pravnike I. Zagreb: Narodne novine. Šarčević, S. & Sokol, N. (2005). Rechtsdeutsch (Bürgerliches Recht, Familienrecht, Europarecht, Handelsrecht, Arbeitsrecht) – Njemački u pravnoj struci (građansko pravo, obiteljsko pravo, europsko pravo, trgovačko pravo, radno pravo), Zagreb: Školska knjiga. LJUBICA KORDIĆ Pravni Fakultet Radićeva 13 31000 - Osijek, Kroatien 50
REFLECTIONS ON TEACHING ESP FOR INTERNATIONAL LEGAL ENGLISH CERTIFICATE DUBRAVKA PAPA J. J. Strossmayer University, Osijek, Croatia dpapa@pravos.hr ANICA PERKOVIĆ J. J. Strossmayer University, Osijek, Croatia panica@pfos.hr ABSTRACT The expansion of scientific, technical and economic activities on an international scale has created an increasing demand on learning English not for pleasure but because English is the key to science and commerce. The demand for English courses tailored to specific needs is rapidly growing in areas such as law, medicine, finance and many more. The practice of law is a wide and varied area of employment ranging from academic studies to lawyers working for law firms. Each country has different education systems and different requirements for certain types of work in the area of law. It should also be noted that lawyers often move between these areas of practice in order to gain experience from one field which may be useful in another area of work. The article reflects on teaching the ILEC courses at the Faculty of Law in Osijek in the course of the life-long learning process. Keywords: ILEC preparation course; Adult learners; Life-long learning 1. INTRODUCTION Preparing for teaching International Legal English (ILE) is demanding. We could say that preparing for teaching ILE is even more demanding and time-consuming. This is confirmed by the author of the course book for International Legal English. My first lesson with lawyers was exhausting and stressful. The vocabulary brainstorm activity I had planned as a warmer ended up taking the whole lesson and left me with a list of over 40 items which either I could not explain or was not sure how to pronounce. I then spent several hours before the next lesson checking all the words on my list and turning them into two simple match-the-words-withtheir-definitions worksheets. This hard work convinced my students that a nonlawyer could teach them legal English. (Day, Krois-Lindner & TransLegal 2006: 8). International Legal English Certificate (ILEC) is a Legal English Course for law students, practicing lawyers, post-graduate law students and those who need a recognised certificate in legal English. Within the TEMPUS Project (Foreign Languages in the Field of Law) the foreign language courses (in English and German) were initiated at the Faculty of Law in Osijek in 2008. It was then that the first ILEC course started at the Faculty of Law in Osijek as a 70-hour course for law students and practising lawyers and 51
Page 1: JOURNAL OF LINGUISTIC STUDIES 1
Page 4 and 5: EDITORIAL BOARD EDITOR Assist. Prof
Page 7: FOREWORD The sixth issue of the Jou
Page 10 and 11: 3. RESULTATS Les verbes introducteu
Page 12 and 13: « J'ai soif, oh! j'ai soif! grogna
Page 14 and 15: « Je l’ai cru, admet Morpion [
Page 16 and 17: REFERENCES Actualités en Afrique.
Page 18 and 19: …it is a little disappointing to
Page 20 and 21: 29.28% 5.82% 20 64.89% Figure 1. Di
Page 22 and 23: a) majority of computers run operat
Page 24 and 25: Pešikan, M. (1970). Naš književn
Page 26 and 27: apply in the case of text as in the
Page 28 and 29: 9. DISCUSSION In the previous secti
Page 30 and 31: factors. Stoichiţoiu (2001) claims
Page 32 and 33: - bodyguard / badigard (DOOM 2005):
Page 34 and 35: CONCLUSION The insufficient degree
Page 36 and 37: especially treated as errors to cor
Page 38 and 39: introduce the target language cultu
Page 40 and 41: REFERENCES Birdsong, D. (2006). Age
Page 42 and 43: Studiums zu verschwinden. Diese Ten
Page 44 and 45: Wenn von Internalisierung der Facht
Page 46 and 47: Crnić-Grotić: Besonderheiten des
Page 48 and 49: dreidimensional» genannt, weil die
Page 52 and 53: judges. English for lawyers was stu
Page 54 and 55: merely an opportunity to discuss an
Page 56 and 57: Hall, D. & Hewings, A. (2000). Inno
Page 58 and 59: sociolinguistic character, they lar
Page 60 and 61: which actually have nothing in comm
Page 62 and 63: …We have also boosted the growth
Page 64 and 65: 4. Kuna, Branko: Nove pojave u jezi
Page 66 and 67: horizons. The student should be enc
Page 68 and 69: consuming. As stated above, the tea
Page 70 and 71: 2. MATERIAL AND METHODS The analysi
Page 72 and 73: interview (except while closing the
Page 74 and 75: (CBS, 60 Minutes, IR: Scott Pelley,
Page 76 and 77: context is precisely defined at the
Page 78 and 79: whereas its realisation in the Amer
Page 80 and 81: egularities in the organisation of
Page 82 and 83: (2) While historical sociology (HS)
Page 84 and 85: expressed in the forms of first per
Page 86 and 87: (22) This article is the first in-d
Page 88 and 89: Further research could be carried o
Page 90 and 91: THE WORDLISTS PROJECT: AN EXAMPLE O
Page 93 and 94: CONTRIBUTORS’ BIO DATA Azamat AKB
Page 95: Jasna VUJCIĆ has an MA in Linguist

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