Техніки сторителінгу в освітньому компоненті «Фахова українська мова та академічна риторика»

Today, there's a pressing demand for the implementation of new teaching methodologies to ensure the successful future activity of university lecturers and the effective conduct of scientific work. The article's goal is to substantiate the feasibility of applying storytelling techniques as an innovative pedagogical technology for developing the professional language and communication competencies of Master's students specializing in philology while studying the educational component «Professional Ukrainian Language and Academic Rhetoric». The research is based on general scientific methods of analysis, synthesis, and an interdisciplinary approach to describe storytelling techniques within a specific educational environment. Results. The article examines storytelling as a comprehensive pedagogical technology that integrates knowledge from psychology, linguistics, didactics, and rhetoric, noting that it is a systematic and conscious technique with a clear goal and predictable outcome. Particular attention is paid to the role of storytelling in increasing student learning motivation, adhering to ethical principles of academic integrity, and fostering a culture of scientific communication. Key structural components of a story are identified: the presence of a character(s), intrigue, plot, as well as the importance of emotional engagement and a special moment. The article presents specific methodological recommendations for using various storytelling techniques for course presentation (provocation stories or case studies), developing critical thinking (stories about special moments or debunking myths), forming language and communication competencies (purpose-driven stories), explaining complex concepts («Nested cycles»), and maintaining audience attention during academic speeches («The uphill path», «In the thick of it», «False start», «Connecting dots»). Conclusions. The implementation of narrative techniques in the educational process significantly increases Master's students' motivation to learn professional language and academic rhetoric. It also helps to form critical thinking and value orientations in the future professional activity of philology Master's students as an internal condition for their further intellectual and moral-ethical personal development.