Abstract:

The article is devoted to the use of methods and techniques of digital humanities in teaching disciplines of philological series. These techniques allow us to present educational content in a format familiar to a modern student and at the same time contribute to the development of the necessary interdisciplinary and meta-subject competencies.

Digital Humanities and Corpus Linguistics are one of the leading research and methodological directions in digital philology. Their appearance is associated with the "digital turn" in the humanities, with a significant expansion of the volume of digitized texts and other materials, and the possibility of access to them.

Digital humanities is considered to be a rapidly developing field at the intersection of computational data processing and humanities, culture and communication, education and information sciences.

The main idea of the article is to show the importance of analyzing large volumes of text using various computer technologies and using texts to obtain new information and subsequent analysis.

It is aimed at increasing the level of productivity of students in the classroom and solving the main task of the teacher - activating the student's mental activity in order to develop his creative and educational potential; the development of learners’ feedback effect and individualization of training, which lead to the emergence of an atmosphere of co-creation between the teacher and students, contributing to increased motivation and the development of professional skills.

Thus, the authors came to the conclusion that the use of digital humanities methods contributes to the creation of interdisciplinary connections, the development of digital skills in students, individualization of learning, increasing the level of motivation and interest in the learning process, provides visibility of the studied material and its connection with practical activities.

Keywords:

Digital humanities, corpus linguistics, digital humanities methods, literary texts, digital skills, individualization of learning, motivation, linguostylistic analysis, undergraduate education.