Teaching a foreign language using the corpus approach for the development of students' cognitive activity

This article discusses such a direction in pedagogy as linguopedagogy, the peculiarities of its use in the classroom in a foreign language (English), as well as the relevance of using the corpus approach, which takes into account the personality of a university student, language skills and professional orientation. The corpus approach in teaching a foreign (English) language is considered as one of the means of developing the cognitive interest of students. Pedagogical conditions were formulated and proved in the course of experimental work, contributing to the effective growth of cognitive interest, as a significant factor in improving education, among students of foreign (English) language courses. The main goal of the study was to identify how different approaches to teaching a foreign (English) language can influence the cognitive activity of students when studying the topics "My future profession". "What is your profession in the future", "Popular professions at the present time", and how the motivation for learning foreign vocabulary is associated with the corpus approach. Applying an individual approach to the language capabilities of students, turning to the corpus direction in teaching a foreign language, a number of exercises have been developed that take into account the different language skills of students. The experimental work was carried out in three stages, a series of exercises was developed, taking into account the different language skills of students, applying an individual approach to the language capabilities of students. In the course of the experiment, the hypothesis was confirmed that the use of the corpus approach promotes the activation of the cognitive interest of students. When analyzing the results, it was revealed that the knowledge of the students of the control group (their quality, academic performance in general), as well as the activity of their participation in studies and independence in the process of working with educational material have undergone significant changes. The progress of all students of the first experimental group has increased.