Кандидат психологічних наук, старший викладач, Кам'янець-Подільський національний університет імені Івана Огієнка, м. Кам'янець-Подільський (Україна)

The purpose of the research is to provide theoretical justification and practical development of the perceptually-emotive component of communicative techniques as the ways of making materials more context appropriate. The last one in a great degree influences on the development of emotional intelligence of the person. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. Emotions and perceptions in organizing a lesson of foreign languages were entrusted into many of the alternative and game techniques, pedestal and intensive ones. Heuristic learning is always open, which gives each teacher a space for creativity, develops and strengthens the pupils' perception of the educational material, the perception of school and a lesson as a whole. The educational material is considered and presented as a heuristic one. Only under this condition when the assimilation of the material takes place simultaneously at the level of data of two spheres-emotional and perceptual-we can tell about actualizing the emotional intelligence of the person. At the same time, the actual educational material is supplemented with positive background information in order to combine associative relationships with the positive emotions and emotional experiences, in particular among teenagers. Emotional intelligence is the integrative concept and it includes a multitude of varied abilities, knowledge and skills, the importance and necessity of the development of which does not call into questions of psychologists and teachers. Researchers offer different variants of the structure of the emotional intelligence and conduct discussions about the components of this concept. Among the components of emotional intelligence, the authors singled out such abilities, as: 1) perception of emotions (identification of emotions by persons, in design, in music, in stories); 2) emotional assistance (transference of feelings, decision making on basis of emotions); 3) emotional understanding (definition of the subject of emotions, mixing the emotions, emotional transfer, emotional perspectives); 4) emotional control (managing one's own emotions, managing emotions of others). Conclusions. In our research we proposed the following components of emotional intelligence: 1) selfconsciousness (emotional self-consciusness, ПРОБЛЕМИ СУЧАСНОЇ ПСИХОЛОГІЇ

he purpose of our article is to characterize the method of dialogical analy-sis of the case for description of inner speech of the person, to show it use on practice during the providing of statement experiment.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used a statement experiment as an empirical method. With the aim to diagnose the level of the development ofinner speech of the person we used the author’s method of dialogical analysis of the case.the results of the research. In the article it was shown, that human feelings act as an experience of “Me”, and in this regard it is as external monologues, and on the other hand they are dialogical in nature, they can hear a broken dialogue with others: appeals, questions, expected answers, desires that are not expressed, accusations, etc., that exists in a covert form of internal dialogue. Un-der the dialogical analysis of the case we understand the reconstruction of the movement of internal dialogue, which becomes possible as a result of a special attitude to the text (for this purpose, special methods of textual analysis were developed).conclusions. Theinner speech was showed to be the speech for himself/herself. External speech is speech for others. Psychologically, the language of the pupil in functional and structural terms is egocentric speech, it is not under-stood as internal speech and is not separated by the child from speech for others. Objectively, this language is a function differentiated from social thinking, but again inconsistent, because it can only function in a situation that makes social speech possible.

The article conducts a theoretical analysis of the features of the neurotic response to uncertain situations as an important component and trigger of individual problems. In this regard, the issue of psychological correction of individual neurotic problems in uncertain situations at the theoretical, methodological and practical levels has been studied in the article. The neurotic experience of psychotraumatic events is due to internal conflicts. Effective methods of corrective work with neurotic reactions as prevention of persistent neurotic states are indicated here too. The neuropsychological content of psychotherapeutic techniques that can prevent neurotic development of an individual is revealed. It is presented the model of psychological correction of individual neurotic problems, which is capable to carry out effective corrective influence of the personal sphere on emotional, cognitive, motivational and behavioral levels. Important principles and conditions are noted regarding the psychological correction of such neurotic nature. The neuropsychological content of the body-oriented model of psychological correction of an individual in combination with psychotherapeutic methods is considered in detail.

In this article the professional development of future translators is considered from the standpoint of the cultural approach. So, it is a process of forming the person's personal and professional position of the individual, taking into account the diversity of subjective and objective factors, which involve the implementation of strategies for managing the personal resources which are necessary for professional activities on the professional level. It was noted that the professional development of the future interpreter also involved the formation of personally significant position, which was understood by us as a system of dominant values-semantic attitudes of a specialist to the socio-cultural environment, of himself/herself and his / her activities. According to the criteria of the professional development of future translators we mean a high level of readiness of students to perform translation activities, a high level of professional competence and translation consciousness. Focusing on the answers of the most of the teachers, in the article we concluded that students of all higher educational establishments of foreign philology faculties had opportunities for becoming ready for professional activities, as well as these all teachers were ready to create an atmosphere that was individual for each student at classes. Thus, three groups of teachers were distinguished for self-evaluation of their own activities according to their desire to create a creative atmosphere in the classroom. These are teachers with high self-esteem of their own professional activity, situational (average) and low self-esteem. It was noted that the representatives of the first group try to stimulate the self-actualization of the students as much as possible, their readiness for independent performance of the translation activity (such answers as «I try to stimulate the initiative of students», «there is always a desire to work in the atmosphere of freedom because of professional activity», «all my tasks in a great degree were involved into analytical and creative work that must be performed in their professional activity»). Representatives of the second group (with situational self-esteem) seek to stimulate students only according to the opportunities and extraor