THE METHODOLOGICAL POTENTIAL OF GENERATIVE ARTIFICIAL INTELLIGENCE IN LEGAL ENGLISH TEACHING

Abstract

The article explores the methodological potential of generative artificial intelligence in teaching Legal English within the context of the ongoing transformation of contemporary language education. The relevance of the study is обусловлена by the rapid development of large language model–based systems and their increasing integration into foreign language instruction. It is argued that the emergence of generative AI tools has significantly reshaped traditional approaches to teaching Legal English by enabling the large-scale use of technologies capable of generating professionally oriented texts, simulating legal communication, and providing personalised feedback. The methodological potential of generative artificial intelligence is examined through the components of future lawyers’ foreign language professional communicative competence, namely linguistic-professional, discourse, sociocultural, pragmatic, and strategic competence. The study identifies the potential of generative models for developing legal terminology competence, enhancing legal writing skills, drafting legal documents, simulating professional communication, organising role plays and simulations, and supporting personalised learning. Particular attention is paid to the use of generative AI for teaching legal genres, simplifying complex legal texts, and fostering students’ critical evaluation of AI-generated content. Alongside its pedagogical benefits, the article outlines the major risks associated with the use of generative artificial intelligence in Legal English teaching. These include the generation of factually inaccurate information, the limited currency of AI-generated knowledge, risks related to academic integrity, and ethical and legal concerns associated with data confidentiality. The study emphasises the need for critical and pedagogically informed use of generative AI in legal education. The article argues that the effective integration of generative artificial intelligence into Legal English instruction requires structured training in the use of such tools, the development of students’ digital and critical competences, and the design of a comprehensive methodological framework for incorporating generative AI into professionally oriented foreign language training for future legal professionals.