Professional communication is a complex, multifaceted process, caused by many factors and its structure is complex. This fact confirms the impossibility of complete and accurate reproduction of the selected type of communication in the classroom. The study attempted to maximize the use of basic components of foreign-language professional communication. Our aim was not to imitate real-life processes, but to approximate learning situations to the natural conditions of communication. The basis for the formation of foreign language professional communicative competence of future non-language specialists is based on the types of work, the form of organization of which implies a reflexive attitude to one’s own activities, which focuses not on the form of statements, but on its pragmatic focus. Such competence is both a tool and the essence of the activity. In this study, the concept of “learning to communicate” is filled with its own content, since it is about the formation of foreign-language professional communicative competence of future non-language professionals. Speaking about the requirements for the preparation of a modern specialist, it should be noted that modern programs are increasingly focused on practical training, while the emphasis is shifted from the purpose of teaching to the purpose of learning. Using a problem-based approach to teaching a foreign language for specific purposes not only makes the learning process more effective, it also structures teaching methods in accordance with modern requirements for the specialist training process and contributes to enhancing students’ intellectual, verbal, intellectual and creative independence.