THE IMPORTANCE OF ACADEMIC YEAR IN TEACHING LEGAL ENGLISH FOR LAW MAJORS
Abstract
This article seeks to provide a detailed overview focusing on the significance of an academic year in teaching legal English for law majors at tertiary level. Case study is used to analyze observation data as it is an empirical investigation of contemporary phenomena within real-life contexts. The study is within Tashkent State University of Law (TSUL). One group of first-year students and one group of second-year students of TSUL participated in the study. Two groups were chosen and their classes were observed. After classroom observations, some volunteers were invited to the interview. The data was analyzed based on the Grounded theory as it preserves the holistic nature of the data. The study suggested that starting teaching Legal English from the second academic year would be more useful and practical as the students are likely to have less knowledge on the legal topic when they are freshmen.