Narrative methodological paradigm and its relevance in foreign language education

Abstract

The article substantiates the narrative methodological paradigm (storytelling) as an independent strategy of foreign language teaching capable of overcoming the fragmentation of knowledge and clip-like perception, enhancing the internalization of lexico-grammatical material, and reducing the affective filter. The aim of the study was to theoretically describe the mechanisms for integrating narrative into formal education and to empirically verify its effectiveness in higher education. Materials and methods included a systematic review of 184 studies published between 2010 and 2023 (Scopus, Web of Science, Russian Science Citation Index, ERIC) and a longitudinal pedagogical experiment conducted at three federal universities (4 semesters, n = 450) with stratified randomization into control and experimental groups. In the experimental condition, a modular program Narrative construction of foreign-language reality (digital storytelling, biographical interviews, script-based modeling) was implemented, whereas the control group followed a communicative-cognitive model with a predominance of lexico-grammatical exercises. Data were collected through pre-, mid-, and post-testing, motivation and anxiety questionnaires, and discourse analysis of oral and written production; statistical analysis was performed in SPSS (Student’s t-test, Pearson’s χ², correlations). The results demonstrated a significant improvement in discourse and language indicators in the experimental group: TTR increased to 0.687 compared to 0.423 in the control group; grammatical complexity rose to 2.18 versus 1.34 clauses per sentence; error density decreased to 4.12 versus 8.76 per 100 words; and the number of discourse markers increased to 9.45 versus 3.20. Speech rate reached 189.3 syllables per minute, with a reduction in hesitation pauses to 0.84 s and a decrease in anxiety to 2.9 points. After three months, retention of active vocabulary amounted to 78.65% versus 34.25%, and retention of phraseological units to 65.30% versus 12.40%. Additional indices recorded an increase in mean length of fluent speech to 14.2 words and a reduction in within-group variability of results, indicating a leveling of achievement among students with different initial proficiency levels. A positive correlation between narrative competence and lexical diversity was identified. A limitation of the study is the transferability of the findings to other typological language groups and the need for further cross-cultural validation.