Reading Comprehension of Legal Texts: An Analysis of the Influence of Lexico-grammatical Features, Domain Knowledge, and Text Structure

Developing proficiency in reading legal texts is a requirement for students to obtain a law degree. Researchers on legal reading skills and novices’ cognitive challenges consider comprehension of legal texts consists of three main components:1) lexico-grammatical features, 2) domain knowledge, and 3) text structure. The aim of this study is to present empirical evidence on how lexico-grammatical features, domain knowledge and text structure affect the way expert and novice readers read legal genres. The studies presented that expert readers interpret legal texts by analyzing lexico-grammatical patterns and their contextual meanings. They use domain knowledge and text structure to identify elements such as parties, court, and rulings, while reading with purpose-driven objectives. These findings provide valuable recommendations for developing legal reading materials that enhance learners’ comprehension, improve their ability to interpret complex legal expressions, and support reading comprehension. The results can be applied to legal writing and education courses, offering a clear guide for planning curricula and materials that overtly instruct the cognitive processes employed by expert readers.

lexico-grammatical features, domain knowledge, text structure, reading legal discourse

1. Ariffin, A & Asraf, A.M. (2014). The Challenges in the Reading of Legal Cases: Lecturers' Perspectives. 3rd International Language Conference TLC. Centre for Languages and Pre-University Development (CELPAD), Kuala Lumpur, Retrieved from https://www.researchgate.net/publication/315712703 [Google Scholar] [Crossref]

2. Ariffin, A. (2014). The reading of legal cases by law undergraduates: some problems and suggestions. Procedia-Social and Behavioral Sciences, pp. 109-118. Retrieved from https://www.researchgate.net/publication/263281974 [Google Scholar] [Crossref]

3. Askehave, I. and Swales, J. M. (2001). Genre identification and communicative purpose: A problem and possible solution, 22. Applied Linguistics, 22, 195 – 212. Retrieved from https://www.researchgate.net/publication/273369798 [Google Scholar] [Crossref]

4. Aurelia, M. (2012). Cross-cultural communication-a challenge to English for Legal Purposes. Procedia- Science and Behavioral Sciences, 46, 5475-5479. Retrieved from https://www.reseacrhgate.net/publication/271880889_cross-Cultural_Communication_A_Challenge_to_English_for_Legal_Purposes [Google Scholar] [Crossref]

5. Bhatia, V. K. (1993). Analyzing Genre: Language Use in Professional Settings. London: Longman. [Google Scholar] [Crossref]

6. Candlin, C. N. (2002). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes, 2, 299-320. Retrieved from http://legalwritingcoach.com/wp/wp-content/uploads/2014/09/legal_writing_materials_article.pdf [Google Scholar] [Crossref]

7. Charmaz, C. (2006). Constructing Grounded Theory: A Practical Guide through Qualitative Research. SAGE Publications. [Google Scholar] [Crossref]

8. Christensen, L. M. (2007). Legal reading and success in law: an empirical study. Seattle University Law Review, pp. 603-649. Retrieved from https://digitalcommons.law.seattleu.edu/cgi/viewcontent.cgi?article=1900&context+sulr [Google Scholar] [Crossref]

9. Cooper, J. M. (2016). Smarter law learning: Using cognitive science to maximize law learning. Capital University Law Review, 44(3), 551–582. Retrieved from https://digitalcommons.law.seattleu.edu/faculty/761 [Google Scholar] [Crossref]

10. Deegan, D. H. (1995). Exploring individual differences among novices reading in a specific domain: The case of law. Reading Research Quarterly, 30(2), pp. 154-170. Retrieved from http://www.jstor.org/stable/748030?origin=crossref&seq=1 [Google Scholar] [Crossref]

11. Derewianka, B. (2003). Trends and Issues in Genre -Based Approaches. RELC Journal, 2, 133-154. Retrieved from http://www.researchgate.net/publication/249768798_Trends_and_Issues_in_Genre-Based_Approaches [Google Scholar] [Crossref]

12. Devitt, A, J. (2015). Genre Performance: John Swales' Genre Analysis and Rhetorical -Linguistic Genre Analysis. Journal of English for Academic Purposes, 19, 44-51. Retrieved from http://www.sciencedirect.com/science/article/abs/pii/S1475158515300096 [Google Scholar] [Crossref]

13. Dewitz, P. (1996). Reading Law Three Suggestions for Legal Education. University of Toledo Law Review, 27, 657-673. Retrieved from https://www.lwionline.org/sites/default/files/2020-05/Dewitz.pdf [Google Scholar] [Crossref]

14. Devitt, P. (2015). Genre Performance: John Swales' Genre Analysis and Rhetorical -Linguistic Genre Analysis. Journal of English for Academic Purposes, 19, 44-51. Retrieved from http://www.sciencedirect.com/science/article/abs/pii/S1475158515300096 [Google Scholar] [Crossref]

15. Hammond, J. &. Derewianka, B. (2001). Genre. Ronald Carter (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 186-193). Cambridge: Cambridge University Press. [Google Scholar] [Crossref]

16. Hyland, K. (2007). English for Specific Purposes: Some Influences and Impacts. In C. D. Jim Cummins, International Handbook of English Language Teaching (pp. 391-402). New York: Springer Science + Business Media. [Google Scholar] [Crossref]

17. Lundeberg, M. (1987). Metacognitive aspects of reading comprehension: studying understanding in legal case analysis. Reading Research Quarterly, 22(4), pp. 407-432. Retrieved from http://www.jstor.org/stable/747700 [Google Scholar] [Crossref]

18. Miller, C. R. (1984). Genre as social action. In A. F. Medway, Genre and the New Rhetoric, 70, pp. 23 – 42). London: Taylor & Francis. [Google Scholar] [Crossref]

19. Morgan-Thomas, M. (2012). The Legal Studies Case Brief Assignment: Developing the Reading Comprehension Bridge to Critical Thinking. International Journal of Business and Social Science, 3(23), pp. 75-85. Retrieved from http://www.ijbssnet.com/journals/Vol_3 No_23_ December_ 2012/8.pdf [Google Scholar] [Crossref]

20. Northcott, J. (2009). Teaching Legal English: Contexts and Cases. pp. 1-15. Retrieved from http://www.researchgate.net/publication/310793173_Teaching_legal_English_Contexts_and_cases [Google Scholar] [Crossref]

21. Oates, L. (1997). Beating the odds: reading strategies of law students admitted through alternative admissions programs, IOWA L. REV., 83. Retrieved from http://digitalcommons.law.seattleu.edu/cgi/viewcontent.cgi?article=1900&context=sulr [Google Scholar] [Crossref]

22. Paltridge, B & Starfield, S. (2013). The Handbook for English for Specific Purposes. Boston: Wiley- Blackwell Publishers. [Google Scholar] [Crossref]

23. Pennycook, A. (2010). Language as a Local Practice. London: Routledge. [Google Scholar] [Crossref]

24. Reinhart, S. (2007). Strategies for Legal Case Reading and Vocabulary Development. Ann Arbor, Michigan: University of Michigan Press. Retrieved from http://www.bibliovault.org/BV.book.epl?ISBN=9780472032020 [Google Scholar] [Crossref]

25. Steel, A., Galloway, K., Heath, M., Sked, N.K., Israel, M & Heath, M. (2017). Critical legal reading: the elements, strategies and dispositions needed to master this essential skill. Legal Education Review. Retrieved from http://research-repository.uwa.edu.au/en/publications/critical-legal-reading-the-elements-stratrgie-and-dispositions-n [Google Scholar] [Crossref]

26. Stratman, J. (1990). The emergence of legal composition as a field of inquiry: evaluating the prospectus. Review of Educational Research,60(2), pp. 153-235. Retrieved from https://www.jstor.org/stable/1170610?seq=1 [Google Scholar] [Crossref]

27. Stratman, J. (2002). When law students read cases: exploring relations between professional legal reasoning roles and problem detection. Discourse Processes. 34(1), 57-90. Retrieved from http://doi.org/10.1207/515326950DP34013 [Google Scholar] [Crossref]

28. Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press. [Google Scholar] [Crossref]

29. Tardy, C. M. (2011). ESP and multi-method approach to genre analysis. In A. M. D. Belcher, New Directions in English for Specific Purposes Research (pp. 145 – 73). Ann Arbor, Michigan: University of Michigan Press. [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests