Abstract
The article is devoted to the formation of communicative competence among students in non-language groups in the process of studying a professionally oriented foreign language. It presents a model for forming communicative competence and describes the results of an experiment on implementing this model into the educational process. The research on the formation of communicative competence was conducted during the 2021-2025 academic years at an agricultural university in an agricultural region within the discipline “Professionally oriented foreign language (English)”. The study involved students from non-language groups whose instruction was in Kazakh and Russian. The experiment revealed that the formation of communicative competence among students in non-language groups directly depends on their level of academic preparation, practical skills and personal abilities. This competence is a fundamental factor for future competitiveness in the professional field. It is important for students to develop communicative competence specifically in the use of professional vocabulary not only during classroom activities but also through increasing the number of tasks related to speech activity during professional internships, including international ones. It is equally important for educators to develop communicative competence themselves, as it holds essential pedagogical and social significance. This competence enables students to model, analyze and control the educational process to achieve better assimilation not only of the foreign language but also of the general educational program in the field of agriculture