Currently, the higher medical education should reflect a practical sphere of public health care as well as improvement of the quality of education of future doctors. Doctor's activities involve almost all spheres of human life; therefore, the problem of training a highly skilled expert is urgent in the sphere of public health as doctors should have high professional and ethical expertise for more effective functioning of medicine. The research was conducted in the 2016/17 academic year at the Faculties of Medicine and Dentistry of I. Horbachevsky Ternopil State Medical University among 286 third-year and fourth-year students: 140 students of the experimental group (EG) and 146 students of the control group (CG). 24 experts (specialists in medicine) took part in the ascertaining phase of the pedagogical experiment. The special study course "Professionally important qualities of future doctors" in the EG was carried out in the form of experimental teaching while in the CG the traditional methods of teaching were used. The comparison of the results of students' professional qualities evaluation obtained before and after the experiment allows us to state that there is a substantial increase in professionally important qualities of the EG students compared to the CG students. This paper mainly presents the idea that professional (ability to apply knowledge into practice, ability to work with a specialised literature, ability to remember a large amount of information, knowledge and use of foreign language in professional activity, adequate professional self-assessment, desire for improvement) and volitional (responsibility for the life and health of a patient, fast reaction and ability to take decisions, resistance to psychical and emotional stresses, restraint and persistence, self-control) qualities are the most important professional qualities of future doctors. Therefore, moral (attentiveness, decency, honesty, mercifulness, altruism) and social qualities (responsibility, communicative skills, tolerance, ability to build trust) are less significant for future doctors. The experimental testing of the level of professional qualities development of medical students has proved that future doctors should interpret theoretical knowledge into practical activities, constantly improving it by working with expert literature, should be able to control their emotions and react quickly in critical situations.

Different approaches to the study of the system of students’ individual work management have been analyzed. The peculiarity of the proposed integrative technology of students’ individual work management is that the management effectiveness is achieved through the organization of the students’ individual work with diagnostic objectives, the achievement of which is subject to a clear description and definition. Structural components of integrated technology are: goals, content, methods, organizational forms and functional components. It has been proved that the effectiveness of management of students’ individual work depends on the goals and methods of achieving them; internal motivation and cognitive interests of students; quality of the content aspect of educational information for self-study; creation of favorable conditions for self-realization of a student; the methodological provision of the discipline, its precise planning, organization and management, student’s free time; the competent use of various forms of current and periodic control. Integrated technology develops intellectual and creative students’ abilities, helps to make decisions. This circumstance is especially important, as in modern science, there is an increasingly evident tendency to the synthesis of knowledge, to the awareness and disclosure of the collectivity of cognition objects.

У статті проаналізовано комунікативні позиції мовця та адресата у внутрішньотекстовій комунікації, а також як саме реалізована комунікативна роль адресата в художньому тексті. Внутрішньотекстова комунікація представлена в сучасній художній прозі основними комунікативними ролями мовця та адресата. Комунікативна особистість реалізується в конкретних мовленнєвих актах через комунікативні ролі. Комунікативна роль адресата реалізована такими типами адресатів: конкретний адресат, непрямий (вторинний) адресат, масовий адресат, контамінований адресат і спостерігач.   Ключові слова: комунікативна роль, мовець, адресант, адресат, мовна особистість, внутрішньотекстова комунікація.   Покликання Список використаних джерел та їх умовних скорочень Андрухович, Юрій. Московіада. Роман жахів. Івано-Франківськ : Лілея-НВ, 2000. Дашвар, Люко. Кров з молоком. Харків : Книжковий клуб «Клуб сімейного дозвілля», 2008. Жадан, Сергій. Депеш Мод. Харків : Фоліо, 2004. Іздрик, Юрій. АМТМ. Новели. Львів : Кальварія, 2005. Ірванець, Олександр. Загальний аналіз. Харків : Фоліо, 2010. Кожелянко, Василь. Дефіляда в Москві. Львів : Кальваря, 2008. Покальчук, Юрій. Анатомія гріха. Харків : Фоліо, 2008. Шкляр, Василь. Залишенець. Чорний ворон. Харків : Книжковий клуб «Клуб сімейного дозвілля», 2010. Яценко, Петро. Повернення придурків. Львів : Кальварія, 2004.   Список використаної літератури Бахтин, Михаил. Эстетика словесного творчества. Москва : Искусство, 1979. Карасик, Владимир. Языковый круг: личность, концепты, дискурс. 2-е изд. Москва : Гнозис, 2004. Караулов, Юрий. Русский язык и языковая личность. Москва : Наука, 1987. Красных, Виктория. «Свой» среди «чужих»: миф или реальность? Москва : Гнозис, 2003. Формановская, Наталья. Речевое общение: коммуникативно-прагматический подход.  Москва : Русский язык, 2002.

Abstract. The purpose of the paper is to present and implement pedagogical conditions that contribute to the formation of the professional and ethical culture of future physicians in the process of humanitarian training. Methodology. The survey is based on a comparison of data from respondents of 2016 and 2017, using questionnaires and tests. Students were asked to fill in questionnaires themselves. In total, 278 respondents were interviewed; each producing answers to the survey questions. Results of the survey showed that after specially organized training the students had higher levels of empathy, affiliation and psychological defense. Most students consider that the communicative qualities of the teacher are significant for them. The results of the analysis of the professional training of future doctors, and the level of their professional culture make it possible to conclude that the pedagogical conditions will contribute to the formation of the professional and ethical culture of future physicians. They aim at encouraging teachers to work and students -to professional self-improvement. These conditions include: an orientation towards the development of the humanistic orientation of the personality of the future doctor; subject-subject approach in the study of humanities; improvement of the foreign language communicative competence of future doctors; stimulating independent work of future spe-