| Summary: | A foreign language becomes an effective tool for achieving professional and personal goals,
and a personal and activity-based approach in teaching helps to develop a student’s value attitude both
to the process of learning a foreign language and to the results of own activities, minimizing the usual
formal attitude to a foreign language as only a discipline included in the curriculum. The aim of the
study is to investigate principles of forming foreign language communicative competence among
students of non-linguistic university faculties adopted by the Council of Europe as Pan-European
recommendations on language education. Taking into account the difference between the concepts of
“competence” and “competency”, competencies are part of the whole, forming its unity and constituting
the activity side of using a foreign language, and competence is a personal quality, including an
emotional and value attitude to the actions performed. Actually, proficiency in a foreign language can
be competence as a separately considered property of a person and competency as part of the general
professional training of a future specialist. The components of competence are competencies that
provide speech and non-speech activities of a language user. Competencies are formed and developed
in the process of university studying.
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