journal of linguistic studies

judges. English for lawyers was studied in a group of ten and the level of English
equivalent to upper intermediate (CEF B2) and a working knowledge of Croatian legal
system were required.
ILEC Course helps learners communicate precisely and correctly using general and
legal English at work and in the course of study. It covers the vocabulary they need for
meetings, negotiations, advocacy, and telephone communication, drafting notes and
memos, company law, contracts, property law, intellectual property, sale of goods and
giving presentations. The courses were organised as four 45-minute lessons twice a week
for eighteen weeks. The course aims at four skills of reading, writing, listening and
speaking and focuses on a range of legal topics of international commercial law such as
company law, corporate law, contract law etc.
2. ADULT LEARNERS OF ENGLISH
Some main features of teaching English to adult learners apply to teaching the ILEC
since ILEC is a course for adult learners. These features were taken into consideration
when teaching ILEC:
- Adult learners bring life (both personal and professional) experiences and a level
of maturity into the classroom reflected in their expectations and motivations. It
should be kept in mind when teaching adults that adult classrooms may present
great diversity, which means diversity of cultural background, age, previous
formal education, and previous exposure to English, life experiences, and current
life situations.
- Adults respond well to knowledgeable, enthusiastic teachers. Teachers must be
comfortable with the subject matter they are teaching and communicate
enthusiasm for the subject matter and their role as teachers. This will help them
gain respect and is especially important if they are younger than their students.
Although ILEC comprises a challenging material on legal English for the
teacher, no negative attitude about the material was communicated.
- Adults need a comfortable and safe learning atmosphere. Trial and error should
be encouraged in language learning. Adults will take more risks in an
environment where it is safe to make mistakes without embarrassment.
- Adult learning is transformative. Learning in childhood is said to be formative,
when skills and concepts are developed for the first time. Adults, on the other
hand, are extending and refining their knowledge based on existing knowledge
and beliefs. They are changed or transformed by learning experiences.
- Adults need repeated practice of a concept or skill. Adults generally need
patience and repetition to solidify new language concepts or skills. If adults have
already developed bad habits with English errors, these will take time and effort
to break. Adults also tend to have a lot on their minds and limited time to practice
English outside the classroom.
- Adults learn well with question asking and answering, and problem finding and
solving. These activities require mature thought processes which stimulate and
motivate adult minds.
- Adults want practical, real-life contexts. The more relevant and useful the subject
matter, the more motivated the learners will be. Adults enjoy materials that relate
to their personal experiences and interests, and they want to be able to apply
what they are learning in the real world.
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