COMMUNICATIVE AND COGNITIVE FEATURES OF THE FRAME-SCENARIO “CRIMINAL TRIAL” IN THE ASPECT OF TEACHING A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY

Abstract

The article discusses the communicative and cognitive features of the frame-scenario “Criminal Trial”, which allow the authors to reveal its linguistic and dynamic potential in teaching students a foreign language in the field of law, particularly judicial discourse in the format of educational debate in a non-linguistic university, as well as to consider the proposed frame model as one of the efficient pedagogical technologies used by foreign language teachers for constructing foreign-language lexical-thematic and semantic units of the educational material, the gradual improvement of the students’ legal proficiency, their awareness of the scenario-compositional specificity of the court session and development of the standard foreign-language and role-playing forms of verbalization of speech actions of the participants in the proceedings.