Emphasis on universal learning activities of each student rather than acquisition of ready knowledge, as well as on how an individual masters a language necessitate the development and application of innovative technologies promoting functional-semantic and textual approaches. In the modern context, Russian language teachers, along with knowledge of the theory of language, methods of planning and conducting lessons of different types and forms, should be able to work with electronic resources. The Russian National Corpus, being a huge collection of texts, allows a teacher to draw on already existing practical teaching materials when planning his students’ route of learning Russian language. The article presents linguo-didactic examples of such work when studying vocabulary and grammar. Comprehensive analysis of the text is defined as “a complex multilevel process involving identification and methodological description of value, linguistic and language-generating levels” (Ponomareva, 2016). The analysis of the value level aims to identify cognitive, educational and aesthetic value of the text; the linguistic one – to estimate and analyze linguistic units as elements of the text. The language-generating level involves the encouragement, promotion and planning of such language-generating activities of students as interpretive (interpretation of the text), reproductive (semantic text compression), productive (creating their own texts of different styles and genres). The article presents a system of design and research tasks for university students to analyze the text “White Nights” by F.M. Dostoevsky, using the Russian National Corpus language as a linguo-didactic tool. Considering the findings of design and research activities of students, we can claim that the Russian National Corpus can be used as a universal linguo-didactic tool for the formation of a linguistic persona.

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