The study aimed to determine the impact of interactive teaching methods on the development of professional language competence among future legal professionals. The research methodology included a theoretical and methodological analysis, a comparative analysis of academic approaches, a review of pedagogical experience, and a teaching experiment conducted at higher education institutions in Ukraine. The study determined that interactive methods in the professional language training of lawyers include role-playing, the case method, discussions, simulations and work with professional scenarios, and ensure the development of communicative competence, the development of argumentation skills and the mastery of legal terminology in the context of simulating real professional activity. The study determined that the didactic basis of interactive learning is founded on the principles of activity, problem-solving and communicative orientation, which can be used for development of the ability to construct statements logically, apply linguistic structures and function in professional speech contexts. The effectiveness of interactive teaching methods was investigated in a pedagogical experiment, during which an increase in the average scores of the experimental group to a level of M ≈ 4.05-4.25 was recorded, whilst in the control group the corresponding values were M ≈ 3.4-3.6, indicating a more pronounced positive trend under experimental conditions. The results obtained confirm that the use of interactive teaching methods leads to a more significant improvement in the level of professional language competence compared to traditional approaches. As a result of the formative stage of the experiment, an increase in the average indicators of professional language competence was recorded in the experimental group across all criteria: accuracy of speech rose from 3.12 to 4.05, adherence to professional style from 3.18 to 4.18, communicative effectiveness from 3.2 to 4.1, logical coherence of statements from 3.22 to 4.12, and command of legal terminology from 3.3 to 4.25, which significantly exceeds the dynamics of the control group (an increase from 3.1-3.25 to 3.4-3.6), indicating the effectiveness of the interactive teaching methods employed. The study determined that the algorithm for implementing interactive methods includes the creation of a professionally oriented language environment, the simulation of legal situations, and work with case studies and regulatory texts, which ensures the practical acquisition of language material. The practical significance of the study is determined by the possibility of using its results to improve the methodology for teaching the Ukrainian language for professional purposes in the training of future lawyers through the implementation of interactive teaching methods

legal language; formal and business language structures; legal argumentation; interactive methods; communicative competence