The article is devoted to the issue of foreign language training of the future non-philological specialties. The objectives of this process have been defined, namely: mastering of the necessary amount of knowledge and skills; the formation of the ability to perform professionally focused intercultural communication; development skills for free and adequate understanding and creation of peculiar speech utterances.The contentual directions of foreign language training have been given, including the formation of professional competence components: speech competencies including listening, speaking, reading writing and translation competencies; linguistic competency, which means the knowledge of language material, formedness of receptive and productive skills of its implementation: linguosociocultural competency, the main components of which are sociolinguistic, sociocultural and social competences. The active learning methods that are used to form the foreign language competence of non-philological specialties students have been shown, to which belong: imitational, as a rule, presupposing professional skills training and are associated with professional activities modelling, in other words, the situation and the very professional activity are imitated; non-game, presupposing the analysis of specific situations; decision of situational tasks; exercises, individual tasks performance; game, playing roles (role-play, business game).