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Министерство науки и высшего образования Российской Федерации

Федеральное государственное бюджетное образовательное учреждение высшего образования

«Саратовская государственная юридическая академия»

АНГЛИЙСКИЙ ЯЗЫК

ДЛЯ МАГИСТРАНТОВ:

ГРАЖДАНСКО-ПРАВОВОЕ НАПРАВЛЕНИЕ

Учебное пособие

Саратов

2025

УДК 811.111:347(076)
ББК 81.2Англ-923	Авторы:
А64	Авторы:
доценты кафедры иностранных языков
Саратовской государственной юридической академии:
канд. пед. наук, доц.		А. Л.		(2.1, 2.2.1, 2.2.2, 2.2.7);
канд. филол. наук, доцЮ. . А. Кузнецова								(Part 1);
	Е. Г. Вьюшкина						(2.2.3, 2.2.4);
канд. филол. наук,Эдоц. .							(2.2.3, 2.2.4);
канд. пед. наук, доц.			Игнаткина
канд. пед. наук, доц.	В. Семенова			(2.2.5, 2.2.6, Appendix)
	Рецензенты:
кандидат педагогических наук, доцент,
доцент кафедры английского языка и межкультурной коммуникации
Саратовского национального исследовательского государственного
университета им. Н. Г. Чернышевского									;
доктор филологических наук,
						Н. И. Иголкина
заведующий кафедрой русского языка и профессиональной
коммуникации СаратовскойОгосударственной.					юридической академии
	Ю. Авдевнина

Печатается по решению учебно-методического совета Саратовской государственной юридической академии

Английский:учебноеязыкпособиедля магистрантов/[Е. Г.Вьюшкина: гражданско,А. Л.Игнаткина-пр вовое,Ю. А.Кузна-

А64 нецоваправление, Э. В. Семенова] ; Саратовская государственная юридическая академия. – Саратов : Изд-во Сарат. гос. юрид. акад., 2025. – 128 с.

ISBN 978-5-7924-2200-1

Учебноепособиепредназначенодляобучающихсяпомагистерским программам гражданско-правового направления юридических вузов и факультетов. Пособие состоит из двух частей: первая часть включает в себя общие сведения об английском языке для академических целей, упражнения для развития умений написания аннотаций и реферирова- ниянаучноготекстанаанглийскомязыке,русско-английскийглоссарий общенаучнойлексики;втораячастьсодержитпрофессиональнонаправленные аутентичные и адаптированные учебные тексты (для изучающего, ознакомительного и просмотрового чтения), краткий глоссарий основных терминов сопределениями потеме раздела, упражнения, статьи для реферирования.

УДК811.111:347(076)

ББК 81.2Англ-923

ISBN 978-5-7924-2200-1 © Саратовская государственная юридическая академия, 2025

СОДЕРЖАНИЕ

Предисловие . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	. .	.	. 4
Part 1. ENGLISH FOR ACADEMIC PURPOSES (EAP) . . . . . . .	.	.	. 5
1.1. English as the Language of International Scholarly
Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	.	. .	. 5
1.2. Academic Style: Specific Features
of Academic Writing . . . . . . . . . . . . . . . . . . . .	.	.	. 8. . . . . . . .
1..2..1.. How to write an academic abstract . . . . . .	.	.	10. . . . .
1..2..2.. How to write an academic summary. . . . . . . . . .	.	. .	23
Part 2. ENGLISH FOR LEGAL PURPOSES . . . . . . . . . .	.		.40. . . . . .
2.1. Civil Law: Basic Concepts . . . . . . . . . . . . . .	.	.	.40. . . . . . . .
2.2. Civil Law: Basic Areas. . . . . . . . . . . . . . . . . . . . . . . . . . .	.	. .	50
2..2..1.. Litigation and ADR. . . . . . . . . . . . . . . . . . . . . . . . .	.	. .	50
2..2..2.. Advocacy and Counselling. . . . . . . . . . . . . . . . . . .	.	. .	60
2..2..3.. Family Law . . . . . . . . . . . . . . . . . . .	.	.	.70. . . . . . . . .
2..2..4.. Labour/Employment Law . . . . . . . . . . . .	.	. 82. . . . . . . .
2..2..5.. Environmental, Social & Governance (ESG) . . . .	.	. .	95
2..2..6.. Medical Law . . . . . . . . . . . . . . . . . . .	. 104. . . . . . . . . .
2..2..7.. International Law . . . . . . . . . . . . . . . . . . . . . . . . . .	.	. 114
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . .	.	125. . . . . . . . .

ПРЕДИСЛОВИЕ

Цель учебного пособия – обучить магистрантов основам английского языка для академических целей и активному владению английским языком в сфере профессиональной деятельности. Достижение этой цели требует формирования у обучаемых коммуникативной компетенции, обеспечивающей использование английского языка в научной и профессиональной деятельности, что предполагает решение конкретных задач обучения, таких как: расширение лексического запаса обучаемых за счет общенаучной лексики и базовой терминологии юридического английского в сфере гражданского права вообще и наиболее востребованных и быстро развивающихся областях в частности; автоматизация умений и навыков в области перцептивных, продуктивных и репродуктивных видов речевой деятельности (чтение, аудирование, письмо, устная речь);развитиенавыковработыспрофессиональнойинформацией на иностранном языке.

Издание состоит из двух частей. Первая часть включает в себя общие сведения об английском языке для академических целей, привила и примеры написания аннотаций и реферирования научного текста на английском языке и упражнения для отработки и контроля уровня освоения полученных знаний и умений. Рус- ско-английский глоссарий общенаучной лексики завершает первую часть. Вторая часть содержит профессионально направленные аутентичные и адаптированные учебные тексты (для изучающего, ознакомительного ипросмотрового чтения), краткий глоссарий основных терминов с определениями по теме раздела, упражнения, статьи для реферирования. Задания на закрепление профессионально ориентированной лексики предусматривают формирование навыков перевода санглийского языка нарусский, обогащение лексического запаса за счет изучения терминологических и сопутствующих лексических единиц общенаучного и функционального характера,наиболеечастоприменяемыхвсферепрофессиональной коммуникации юристов. Задания предусматривают также умение пользоваться электронными словарями, базами данных, поисковыми системами и т.д.

Part 1.. ENGLISH FOR ACADEMIC

PURPOSES (EAP)

The English language is used so widely in today’s world that we forget there was a time when it was only spoken in countries like Great Britain, the United States of America, Canada and Australia. English has become the channel for people from different linguistic and cultural backgrounds to communicate. Most conversations in English taking place right now aroundtheworldarebetweenpeoplewhohadtolearnEnglishasaforeign language.

Read the statements about English. Which of them do you agree with? Give1your. Thereasonsbeauty. and complexity of the English language inspire people to learn it.

2. The global dominance of English can often overshadow other languages and cultures.

3. The English language is nobody’s special property.

4. Everywhere you look, English isthere. English has taken theworld by storm.

5. Think of English as a bridge.

6. The pressure to learn English can be stressful for non-native speakers.

1.1. ENGLISH AS THE LANGUAGE OF INTERNATIONAL

SCHOLARLY COMMUNICATION

TEXT 1

1.Readandtranslatethetext:

ENGLISH AS A LINGUA FRANCA

The English languageOF ACADEMICis vastly presentedRESEARCHin modern world culture, the Internet communication, commercial and legal documentation, technical and scientific literature. To date, English is also the language

of professional interaction between scholars and researchers ofdifferent
countries. This criterion enables English to be called
of academia.			a lingua franca “a language used for
Cambridge dictionary defines					as		a lingua franca
TheideaofEnglishasalinguafrancaemphasizespracticalcommunication.
communication between groups of p ople who speak diff rent languages”
skills. Clear and effective communication skills are more important than
trying to speak perfectly or sounding like a native-speaker. As a result,
it helps people from diverse backgrounds connect more easily.
In fact, the use of English as the international language of scholarly
communication and a major tool of sharing the results of scientific
research is now well documented. For example, there is no denying
the influence of English on international publishing: if you want a paper
with theresults ofyour research published you will have towrite at least
some oftheparts ofyour text inEnglish. These requirements are binding
in any country, Russia not being an exception.					of academia has been
The spread of English as
accompanied by		internationalization		and globalization of higher and
			lingua franca
postgraduate education. Consequently, students of all levels of higher
educationintendingtoexpandtheirresearchopportunitiesandacademic
researcherswishingtobeapartoftheinternationalacademiccommunity
are now bound to master their competence in English for academic
purposes.					Based onFLUENTIZE
	(https://app.fluentize.com/blog/english-lingua-franca/)
1. What is linguafranca?									a lingua
Answerthefollowingquestions:
2. Which of the skills does the status of English language as
francaemphasize?
3. How has English influenced the global academia?							lingua franca
4. What processes has the spread of English as
of academia paralleled?						academic		English?
5. Why do researchers need to be competent in

3. Discuss the following questions in groups of three, choose a speaker and1share. Howyourdoesgroupopinionswithaffecttheculturalclass. identity?

2. What are the advantages and disadvantages of having a common language of communication?linguafranca

3. Will English remain the language of international communication in the future or will it be replaced by another language?

TEXT 2

4.Readandtranslatethetext:

Participating in meetingsWHATwithIScolleaguesEAP? from other countries, making a talk about your research findings, presenting at international conferences, writing a paper for a specific field journal, all are parts of professional competences mixed up with the English language skills.

The term ‘English for Academic Purposes’, or EAP, was coined in 1970-s, meaning “teaching of English to speakers of other languages. Since thenwho needEAPhasEnglishbeentodevelopingstudy or conductsteadilyresrespondingarch usingtothatthelanguage”growthofglobal science paralleled by changes in higher education. EAP is now a broad term covering all areas of academic communication such as:

studentacademicwriting(fromessaystoexampapersandgraduate theses);

research genres (from journal articles to conference papers and grant proposals);

administrative practice (from course documents to doctoral oral defenses).

EAPisoftencontrastedwithgeneralEnglish.Theprimarydifference betweenthemisobjectivesandcontentfocus.WhileGeneralEnglishaims to improve overall language proficiency for everyday use, EAP is English for academics working in research or teaching. That is why the starting point for EAP is the learners’ academic needs and goals. Being focused on formal, academic genres rather than the conversational and social genres, EAP is mostly centered around reading and writing, whereas many general English language courses concentrate on speaking and listening.

ItisworthempathizingthatEAPismorethanjustamannerofwriting academic papers. It helps develop critical thinking faculties, teaches how tojudge,evaluate,acknowledgeorcriticizetheideasandworksofothers. It isaresource toequip you with thelanguage skills you need for success in academia.

5.ClosethetextandgivethedefinitionofEAPinyourownwords.

1.2. ACADEMIC STYLE:

SPECIFIC FEATURES OF ACADEMIC WRITING

1.Ma chtheacademictermswiththeirdefinitio			s:
1. abstract	f.	a brief recital of the main provisions
1. abstract	f.	a brief recital of the main provisions
		of a paper or book written by another author.
2. literature review	a. a brief overview of the main points
		of a research paper or article.
3. methodology	b. a proposed explanation for a phenomenon,
		to be tested through research.
4. hypothesis	c. an examination of academic literature
		on a particular topic.
5. citation	d. a set of procedures or techniques used
		in a research study.
6. summary	e. a reference to the source of information or
		ideas used in academic writing.
2.Ma chthewordstotheirRussianequivalents:
1. abstract	a. цитирование
1. abstract	a. цитирование
2. literature review	b. реферирование научного труда другого
		автора
3. methodology	c. аннотация к научной статье
4. hypothesis	d. обзор научной литературы
5. citation	e. методы исследования
6. summary	f. гипотеза
3 Fillinthegapswithanappropriatewordfr			thetablesabove:
1. The		provides a comprehensive overview

ofpreviousstudiesrelatedtothetopicandpresentsananalysisofthemain ideas and trends in a particular field of research.

2. The length of ___________________________ depends on the length, content and scientific significance of the work overviewed.

3. In the ___________________________ section, the researchers describe how they collected their data.

4. The results support the initial ___________________________ proposed by the authors.

5. When you are writing a summary, you are conveying the idea(s) of another scholar and you must include ___________________________ inyour text.6. ________________________________ helps the readers determine whether it is worth reading the entire paper.

The4.ReadrequirementsandtranslatefortheEnglishtext.Suggestlanguagetitleproficiencyforthetext:at a modern university include much more than just controlling linguistic error or polishing style. In fact, students have to take on new roles and engage withknowledgeinnewwayswhentheymaketheirfirststepsinresearch. They need to write and read unfamiliar genres and participate inspeech events in academic settings. At both graduate (Master) and postgraduate (Doctoral) levels, it becomes important for students to develop a wide range of research-related skills including those of academic writing.

In fact, all young researchers start by reading and analyzing relevant workspublishedbyotherscholars.Aliteraturereviewisanimportantand mandatory part of every research as it presents an analysis of the main ideas and trends, the assessment of the thoroughness of the research topic. Academic literature includes such sources asmonographs, articles, conference materials, dissertations and abstracts to them. In addition, interviews, personal diaries, and more can be included in this group. With the development of modern technology, the list of sources began to include website pages and even TV shows.

Todraftagoodliteraturereviewitisnecessarytoknowthestructure, style and other specific features of the texts aimed to convey academic information: anabstractand a summary.

15.AnswerWhat requirementsthefollowingquesrelatedions:to English language proficiency are imposed by modern universities?

2. What skill is important for graduate and postgraduate students to obtain if they want to do research?

3. Why is a survey of the academic literature an essential part of any research?

4. What sources can be included in the list of academic literature? 5. What are the main types of texts aimed at rendering academic

information connected with research?

1.2.1.HOW TO WRITE AN ACADEMIC ABSTRACT

1.Read and translate the text. Does it contain any new information foryou?

academic

abstract is a brief overview of conducted studies

or research.

ACADEMIC ABSTRACT

Anabstract,writteninEnglish,isamustforallpublicationsinmodern

scientific journals, as well as some of other academic papers (theses,

dissertations, monographs, etc.).

Abstracts tend to be around 100-300 words long, and are usually

positioned right

under the

paper

title and

are followed by a list

of keywords. To write an abstract can be a challenging task. Since most

journals have required authors to write articles in accordance with

the international IMRD format (“Introduction”, “Methods”, “Results” and

“Discussion”)

an academic abstract has to address all these parts:

relevance

to the topic

which often highlights its societal

or a gap in the existing

literature,

and

the aim

of the research

introduction

that has

been conducted;

, which tends to involve a description

research

of thethe

design, methods and data;

methodology

of the research;

e discussion

highlight

(the main conclusions of the research, which often

results or key findi

its contribution for theory and/or practice).

Abstracts can be written in a structured or an unstructured format. Structured abstracts provide clear headings toorganize thecontent; they are less common than unstructured ones. Even though unstructured abstracts do not use headings, they still adhere to a specific structure and address all key components that should be included. So if you want to write your abstract, make sure you follow a firm structure, regardless of whether you opt for a structured or an ‘unstructured’ format.

Do not rely on automatic systems and programs to translate your abstract into English. Different languages use different academic style and phrases and you often need to use a completely different wording to convey the same idea. Automatic translation cannot do this properly.

1. What is IMRD?

2 Answerthefollowingquestions:

. What makes writing an abstract a challenging task?

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