У статті розкривається стан проблеми застосування інструктивного навчання під час підготовки майбутніх юристів у рамках європейської інтеграції України. Перелічуються переваги та недоліки згаданого навчання для студентів та юристів-практиків. Окреслюються перспективи розробки курсів для формування полікультурної професійної компетентності. Робиться висновок про необхідність поступового та продуманого їх упровадження за участю викладачів, роботодавців та тих, хто навчається

Malejeva, T.

Romaniuk, S.M.

Undetermined

Yaroslav Mudryi National Law University

195meaning with the additional meaning of assessment of the text is due to the use of language of two types: emotionally neutral resources and the elements containing evaluation due to interacting with the context surrounding units.In the polemical discourse all the available language tools are used to achieve the illocutionary goal.It will not be an exaggeration to say thatthe pragmatic potential of the language resources is fully realized in the polemic texts. It is essential that we should observe and analyze the actualization of the pragmatic potential in eachlanguage system.In conclusion, we should state that the proposed scheme facilitates studying of the existing theories on the advanced level, understanding the theory and practice of discourse analysis. The author tried to analyze functioning of language resources in a polemical discourse. Although these resources are widely used in polemics they are not exclusively available only ina polemical discourse, they continually vary, interact with other resources. It allows to assume that these linguistic units make the polemical discourse different from other types of discourse.REFERENCES:1.	 Радзиевская	Т.	В.	Текстовая	коммуникация	/	Т.	В.	Радзиевская.	–	М.:	Наука,	1992.	–	С.	80–109.2.Девкин	В.	Д.	Немецкая	разговорная	речь	/	В.	Д.	Девкин	//	М.:	Нау-ка,1979.	–	300	с.С. М. Романюк1Т. Є. Малєєва2 INTERCULTURAL PROFESSIONAL COMPETENCE  AS AN INDISPENSABLE COMPONENT OF LAWYERS’ TRAINING PROGRAMS WITHIN THE UKRAINE-EU INTEGRATION REFORMSIntegration of Ukraine with the European Union requires radical changes and improvements in all spheres. Education, in particular higher professional 1  Доцент,	кандидат	філософських	наук,	доцент	кафедри	іноземних	мов	№	2	На-ціонального	юридичного	університету	імені	Ярослава	Мудрого.2		Старший	викладач	кафедри	іноземних	мов	№	2	Національного	юридичного	університету	імені	Ярослава	Мудрого.196school is not an exception. One of the landmarks is Decree of the President of Ukraine	«On	Declaring	2016	the	Year	of	English	Language	in	Ukraine».	The	Decree states learning of the English language as a priority of the development strategy which Ukraine has to apply in order to make headway in entering into the	European	space	as	a	full-fledged	member.	It	provides	for	necessity	to	evaluate	public servants’ knowledge of English and organize English training programs for	public	servants	and	local	government	officials	[1].In this connection higher vocational school faces great challenges to develop and maintain appropriate professional programs for English learning taking into consideration individual interests and levels, employers’ demands and requirements, and such important aspect as time and effort consumption for a learner, on the one hand, and on the other hand, expenses of respective organizations, employers and English program providers. The analysis of the studies and publications is evident that the problem of the professional competence of lawyers, most of them serve in public sphere,	including	the	intercultural	professional	is	widely	discussed	in	scientific	circles both in Ukraine and abroad from different points of view: lingua-didactic approach; pedagogical and psychological approach; cross-disciplinary perspectives; instructive education for adults and professionals through e-learning. Generally, the advocates of the competence approach in higher education are unanimous that a professional must possess equally both professional	qualifications	and	specific	functional	competences	where	an	intercultural competence is an indispensable component of the professional training. Nevertheless, the problem of English training of law practitioners and respective public servants is still terra incognita in Ukrainian higher and post-graduate education that requires immediate steps to be explored and put into practice. Professional training is commonly referred to as the process of forming new skills or competence, or improving the ones acquired in the course of education or practice, the ultimate goal of which is achieving the target competence	level	by	a	trainee	in	order	to	perform	his\her	general	or	specific	professional tasks and functions. The process involves theory, instructions, practice and assessment. As the goal of professional upgrade is purely practical the more instructive program is the more progress trainees make and the more practical value the training course has. Instructional effectiveness consultant M. David Merrill reviewed numerous instructional theories in an effort to identify the basic common elements in various 197instructional	approaches.	He	found	five	first	principles	of	instruction	that	«learning is promoted when: (1) learners are engaged in solving real-world problems;	(2)	existing	knowledge	is	activated	as	a	foundation	for	new	knowledge;	(3)	new	knowledge	is	demonstrated	to	the	learner;	(4)	learners	are required to apply their new knowledge or skill to solve problems; and (5) learners are encouraged to integrate (transfer) new knowledge or skill into	their	everyday	lives.»	[6,	P.	43].	These	all	principles	assume	that	the	instructional elements of demonstration, application, and feedback are necessary aspects of the educational experience in order to foster the development of competence in learners. These principles provide detailed guidance regarding the types of instructional activities that facilitate professional training and learning, and increase competence. First, good practice in instruction encourages student-instructor interaction so that students may become cognitively engaged with the learning environment. Second, because adult learners have a wealth of life and professional experience, good practice involves cooperation among students in order to take advantage of the different skills and expertise of the various learners. Third, good practice encourages active learning so that adult learners are engaged in solving problems and addressing issues that apply to their daily lives. Fourth, good practice emphasizes time on task so that the majority of the adult learner’s time is spent engaged in learning activities rather than listening to information presented by others. Fifth, good practice communicates high expectations to learners in order to challenge their performance. Sixth, good practice provides prompt feedback to adult learners about their performance related to learning activities. Finally, good practice involves respecting the diverse talents of adult learners and the various ways in which they learn so that no artificial boundaries are created on the assumption that there is only one right way to learn or demonstrate competence. So, the sooner a learner can apply his newly acquired knowledge and skills in practice, irrespectively his\her failures and successes the more the learner is motivated and encouraged to make progress.Here, it is appropriate to refer to the analysis of the most sought-after competences of lawyers at the labor market. The Danish scientists determined the ratio of the competencies in employers’ demand and skills of the newly-qualified	lawyers	who	landed	their	first	job	at	a	law	firm.	It	turned	out	that	graduates	acquired	only	35 %	of	skills	necessary	to	develop	contracts;	52 %	–	to	draft	and	keep	legal	documentation;	21 %	–	to	conduct	negotiations;	1984 %	–	to	manage	the	personnel;	20 %	–	to	prepare	a	trial;	42 %	–	to	carry	on	business	with	clients;	21 %	–	to	think	creatively	and	the	minimum	of	social	skills	[2].	For	example,	in	the	USA	Continuing	Legal	Education	(CLE)	was	established to ensure «that, throughout their careers, lawyers . . . remain current regarding the law and maintain the requisite knowledge and skill necessary to fulfill their professionalresponsibilities». [4,	 P.	 509]	Barbara	A.	Bichelmeyer	underlines	that	CLE	plays	such	a	large	role	in	ensuring the ongoing professional competence of practicing attorneys, forty-one	 states	 have	made	 CLE	mandatory,	 and	 such	 states	 established	commissions	 that	 are	 responsible	 for	 regulation	of	CLE	credits.	The	regulatory	duties	of	these	commissions	joined	in	ORACLE	(Organization	of	Regulatory	Administrators	of	CLE)	 in	most	states	 include	program	accreditation	and	attorney	record	keeping	duties	for	CLE	program	attendance.	Naturally, English is not part of the program, although American attorneys have opportunity to improve the competencies connected with the intercultural professional competence (public speaking, negotiating, drafting, contacting and servicing foreign clients, etc.). In order to meet the European language standards and the educational and professional needs of law students the foreign languages department #2,	Yaroslav	Mudryi	National	Law	University	has	taught	International Legal English	 (ILE)	course	since	2006.	ILE	is	designed	for	those	legal	practitioners and law students who seek an upper-intermediate to advanced level	(B2-C1)	and	who	want	to	acquire	the	language	tools	they	need	to	work with their own countries’ legal systems in English, assisting and advising clients and others on the law of their jurisdiction, and to practice law in a global legal environment. It is important to emphasize that the course is based on realistic materials and tasks of the kind that legal practitioners would be expected to encounter in their daily working lives. As to the communicative interactive tasks they are aimed at training law students and practitioners to be able to use the language in practical situations, to participate in meetings, negotiations, and discussions of a legal nature, express opinions clearly are able to understand and produce texts such as legal correspondence and memoranda. Based on the textbooks by	Amy	Krois-Lindner	the	course	is	effectively	supplemented	with	the	own	product	of	the	foreign	languages	department	#2	[4,	5].	The	textbook	constitutes a practical reference and self-study resource, which will help both legal professionals and law students understand English legal language 199as it appears in contemporary written and oral contexts, and to use clear, accurate	English	in	everyday	legal	practice	[7].	It	is	aimed	at	developing	the ability to give a short, informative talk on a law-related topic, to organize information and ideas, use vocabulary appropriately, express and justify opinions, and convey a clear massage.Moreover, from our personal academic experience it is evident that more and more students are getting into English from the third year of study as they	start	making	their	first	professional	steps	during	their	in-depth	training	in public or private business sectors. Many of them land a job as secretaries or	junior	aides	at	a	law	firms,	a	state	department	or	a	public	organization	where they are faced with the necessity of having a good command of English as they their duties include a good deal of client liaison, lots of research and writing different types of documents, including in English. Some of them have plans to continue their education at European universities or	go	into	scientific	research.	Hence,	it	is	appropriate	to	improve	the	legal	English course by integrating legal writing, academic writing, business correspondence and spoken business English. The can also be optional subjects for law students to achieve maximum effectiveness in different situations or courses specially tailored to practitioners’ needs and employers’ requirements. Naturally, for the levels described above to be achieved it is advisable to estimate the formation level by means of the following parameters, to name a few: active and correct use of basic grammar and lexical units of different genres;	fluent	and	effective	oral	communication	for	social,	professional	and	academic purposes; fundamental skills of public speaking (communication, presentation, report) including use of computer-based technologies; ability to lead discussions and to express certain communicative intentions; search, comprehension, analysis and use of relevant information from different sources; all kinds of reading of original printed sources; understanding of oral speech (dialogue, monologue, and it is reproduced in audio or video format); clear, well-structured and detailed writing communication for general, professional	and	academic	purposes	(e.g.,	filling	the	applications	and	forms,	writing of annotations, abstracts and presentations); effective interpretation and translation of oral and writing forms. Finally, for Ukrainian lawyers or public servants the intercultural professional competence is necessary as a guarantee to gain access to the 200European labor market in jobs where they have English speaking colleagues, partners or clients, where they must keep documentation in English, where they must obtain or provide information in English. Awareness of the above necessities of their future career will boost motivation and make study conscious and purposeful. It is essential that Ukrainian employers articulate their need for intercultural competent employees and support different training projects for developing required skills of their employees within their organizational perspectives while law students and legal practitioners are individually responsible to develop and maintain appropriate professional competence to be successful player at	the	labor	market.	Legal	education	for	different	levels	from	Bachelor	degree to up-grading courses should shift attention to training intercultural competent lawyers to acquire mastery in the skills discussed in the present paper. Література:1.	Указ	президента	України	№	641/2015	про	оголошення	2016	року	роком	англійської	 мови	 в	 україні	 [Електронний	 ресурс].	 –	 Режим	 доступу	http://www.president.gov.ua/documents/6412015–19560. 2.	Компетентність	як	показник	якості	юридичної	освіти	//	Юридичний	в існик 	 Укра їни 	 [Електронний 	 ре сурс] . 	 – 	 Режим	 до ступу: http://yurincom.com/ua/yuridichnyi_visnyk_ukrainy/overview/?id=988. 3.	Bichelmeyer,	Barbara	A.	Best	practices	in	adult	education	and	e-learning:	leverage	points	for	quality	and	impact	of	CLE [Електронний	ресурс].	–	Режим	доступу	:	http://scholar.valpo.edu/cgi/viewcontent.cgi?article=1217&context=vulr. 4.	Krois-Linder,	A.	Professional	English	:	Introduction	to	International	Legal	English	/	Amy	Krois-Linder,	Matt	Firth	and	Translegal.	–	With	CD-ROM	Pack.	–	Cambridge	University	Press,	2008.5.	Krois-Linder,	A.	Professional	English	:	International	Legal	English	/	Amy	Krois-Linder,	Matt	Firth	and	Translegal.	–	With	CD-ROM	Pack.	–	Cambridge	University	Press,	20066.	Merrill,	M.	David	First	Principles	of	Instruction	[Електронний	ресурс].	–	Режим	доступу	:	http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf. 7..	The	Letter	of	the	Law	:	Навчальний	посібник	з	англійської	мови	для	навчання	професійного	спілкування	майбутніх	правників	(2-е	ви-дання),	Черноватий	Л.	М.,	Липко	І.	П.,	Романюк	С.	М.,	та	 інш.	–	Х.:	Право,	2012.	

Intercultural professional competence as an indispensable component of lawyers’ training programs within the Ukraine-EU integration reforms

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Intercultural professional competence as an indispensable component of lawyers’ training programs within the Ukraine-EU integration reforms

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Yaroslav Mudryi National Law University