CORPUS LINGUISTICS

This means that when creating corpus-oriented textbooks, the authors focus on including the most necessary words in its content, which are the most used in speech. 2) The lexical content of corpus-oriented textbooks, unlike traditional ones, does not always correspond to the declared level of the textbook on CEFR.In other words, the inclusion of vocabulary in the content of the UMK data does not depend on the level of its complexity, but on its inclusion in the list of the most frequent words. This fact once again confirms the conclusion that the content of corpus-oriented textbooks is primarily represented by frequency vocabulary. 3) Semantic fields in corpus-oriented textbooks are disclosed more fully, in comparison with their representation in traditional textbooks. Based on the above provisions, a number of recommendations have been developed that can be taken into account when creating linguodidactic English-language materials. For example, in order to increase the vocabulary of students, the compilers of the UMK are recommended to include in textbooks words from standardized lists containing the necessary lexical minimum. Examples of such lists can be: 1) Oxford Wordlist, based on the Oxford Corpus andincludes 3000 most used words; 2) New General Service List, which is a subcategory Cambridge English Corpus, and includes about 2,800 frequently used words. The following recommendation applies to the selection of the lexical content of the textbook. For a stronger fixation of vocabulary in the memory of students, the authors should pay attention to the presence of a block of frequency words within the UMK, repeated in each textbook from level to level. Finally, attention should be paid to the occupancy of semantic fields in accordance with the topics offered for study at a certain level of the language. Special emphasis should be placed on textbooks for grades 9-10 (levels A2+/B1+ according to CEFR), since at this stage of training the student's vocabulary is formed within certain conversational topics.CONCLUSIONThe present study was devoted to corpus linguistics and its basic categories. The paper presents a broad theoretical basis for this scientific direction, namely, the key concepts of corpus linguistics are defined, the history of the formation of the science of corpora is described, the classifications of modern language corpora are analyzed. Separately, we have considered in detail the integration of corpus linguistics into other scientific fields. This branch of linguistics is reflected in various philological disciplines, such as lexicography and translation studies, where contextual dictionaries and frequency lists of words are created using corpus tools. It is well known that corpus linguistics is a branch of computational linguistics and is a product of the development of new information technologies that are currently being successfully used in teaching. In this regard, special attention should be paid to the study of the synthesis of corpus linguistics and linguodidactics, which led to the formation of such a science as corpus linguodidactics. Within the framework of this science, a special place is occupied by the technology of developing educational materials on corpus principles, to which the practical part of this work was devoted. It was found that the use of UMCS with a corpus basis contributes to the formation of students' communicative competence at a higher level. This is due to the fact that the corpus is characterized by the presence of examples of live language use and includes only the material that is really useful to students in speech, avoiding the accumulation of unnecessary information. 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