Enhancing students' metacognition in legal English classes

BILOVÁ, Štěpánka. Enhancing students' metacognition in legal English classes. In Contemporary Approaches to Legal Linguistics: 1st International Conference of the Austrian Association for Legal Linguistics. 2019.

Basic information

Original name

Enhancing students' metacognition in legal English classes

Authors

BILOVÁ, Štěpánka (203 Czech Republic, guarantor, belonging to the institution)

Edition

Contemporary Approaches to Legal Linguistics: 1st International Conference of the Austrian Association for Legal Linguistics, 2019

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Other information

Language

English

Type of outcome

Konferenční abstrakt

Field of Study

60202 Specific languages

Country of publisher

Austria

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14640/19:00113164

Organization unit

Language Centre

Keywords in English

legal English; academic skills; legal professional skills; metacognition in language learning

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Abstract

V originále

In the last two decades, researchers have shown the importance of metacognition in language learning. By metacognition, we understand an awareness of and reflections about one’s knowledge, experiences, emotions and learning in the contexts of language learning and teaching. This paper reports on the project whose goal is to identify how students perceive the learning of legal English and to propose changes which would help them make the learning more effective. The project concerns an undergraduate course of “English for Lawyers” which is topic-based, yet, within the course, apart from language skills, academic and legal professional skills are developed as well. During several years of running this course, the teacher noticed that students comprehend and evaluate the lessons differently when considering the law content on the one hand and the skills practice on the other hand. The reported project thus focuses on two main research questions: 1. Are students aware of academic/professional skills they practise within a topic-based lesson? 2. Are students aware of developing legal English knowledge when they practise academic/professional skills? The methodology used combines the elements of reflective practice and action research. The teacher collected data from reflective questionnaires given to students in the lessons. Based on the results, the teacher analysed the teaching and learning situations and proposed changes for the next year’s course when the project will continue. The paper thus presents the process and the outcomes of the first cycle of the project.