TIL O‘QITISH MUHITIDA PSIXOLOGIK EHTIYOJLAR

Abstract

The teaching of Legal English in higher education institutions requires not only a focus on linguistic and professional competencies but also on learners’ psychological needs, which directly influence their motivation, engagement, and achievement. Drawing on Self-Determination Theory (Ryan & Deci), this article explores the roles of autonomy, competence, and relatedness in shaping the experiences of first-year law students at Tashkent State University of Law (TSUL) enrolled in the Legal English module. The article argues that ESP teachers, particularly those teaching Legal English, should integrate psychological perspectives into their pedagogy to foster sustainable motivation and professional readiness.