الفهرس 
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Abstract
The present study attempts to examine the effect of an international legal English program within the paradigm of Task-based Language Teaching (TBLT) on developing law students’ translation skills. One experimental group of 36 third-year law students of both genders participated in the study. A pre-post legal translation test of 5 translation tasks into Arabic and into English was prepared and administered to the experimental group. A task-based program of four task-based units that integrates the translation skills and varied types of legal texts was prepared and taught. Drawing on t-test at the 0.05 level of significance, the quantitative results of the study revealed statistical significant differences between the pre- and post-test mean scores of the experimental group in the legal translation skills in terms of the reading comprehension and legal writing skills. The qualitative results showed the type of translation (into Arabic or English) students performed better highlighting the best mastered translation skills and the types of translation deviations students made. The study concluded that the program was effective in developing law students’ legal translation skills.
Key words: Task-based Instruction, Legal English, Legal translation skills, Legal texts.