Law is known to exist only being articulated in a language and discourse, and the students’ ability to comprehend and use its meta-language is one of the main goals for English for Legal Purposes (ELP) teaching. The knowledge of terminology enables students to fit new information (linguistic, disciplinary, factual, cultural, etc.) into the framework of the legal system they are studying. The acquisition of terminology in a foreign language implies knowledge of both conceptual content and the means of its verbalization. This article argues for a cognitive approach to teaching Legal English, and frame modelling as an effective method of teaching and learning legal terminology. The heterogeneous structure of legal concepts (a permanent core and dynamic periphery) suggests the possibility of framing their verbal representations. From this perspective, legal terminology is viewed as a frame structure. Depending on the instructional objective, frame modelling may be circumscribed around a specific concept or frame level.

The article explores lexical, grammatical and stylistic means of expressing incivility in speech behavior of the company staff members. A range of linguistic and intonation means of expressing intentional and unintentional incivility is analyzed. It is revealed how impolite speech behavior can be gender-specific. The research is carried out on the example of stylized American English business communication.

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The empirical study presented in this paper is intended to examine the characteristic features of the discourse presented by the texts of Russian who support the idea of being childfree (so-called "childfrees") and to identify the possible intersection between specific childfrees' narratives with the norms of actual legislation. To date, the legal assessment of the speech behavior manifested in the statements offending mothers and children is currently a controversial issue in Russia. Research questions discussed in the paper are as follows: What are the characteristic features of the childfrees' discourse in the Russian digital space? Can the childfrees' speech behavior be construed as verbal abuse demolishing the institution of family and offending motherhood? The findings of the study suggest that different conclusions relate to a journalistic text quoting a childfree narrative and a narrative presented in an Instagram comment. Arguably, there is one-to-one relationship between the legal norms and the language of some of the comments in Instagram, since their characteristic features may be determined as preparatory conditions for the functioning of a conflict-prone text. Given the specifics of the childfrees' discourse in the comments, it can be assumed that the narratives of the childfree ideology supporters should be subjected to expert evaluation, correlating the linguistic analysis of the texts with legal norms.

In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.