Introduction. The article talks about various pedagogical opportunities for developing business communication skills among future masters of non-linguistic specialties. Particular emphasis is placed on oral and written business communication skills to solve professional problems. The purpose of the article is to analyze work experience in the process of teaching the course “Business Foreign Language”, the focus of which is to familiarize undergraduates with the features of business etiquette, the rules of self-presentation, the ability to make contact, request information, communicate it, as well as familiarize themselves with the structure of business letters and knowledge of the features of compiling annotations and bibliographies of scientific articles.

Materials and methods. Practical work was carried out in two directions, namely: “Oral business communication” and “Written business communication”. Each of these modules consisted of three blocks: “Informal communication”, “Business communication”, “Communication in the scientific community”. The main vector of work was aimed at developing monologue and dialogic speech skills within the framework of professional activities, as well as developing written business communication skills.

Results. The experience of working with undergraduates of non-linguistic specialties at a pedagogical university made it possible to substantiate the feasibility of systematic work on two modules “Oral Business Communication” and “Written Business Communication”. The complex nature of the development of business communication skills is due to the unity of professional-cognitive, professional-activity and professional-creative components, which sets the professional context for future activities.

Discussion. The authors summarize the results of an analysis of the work of scientists and practicing teachers on the problem of developing business communication skills among undergraduates of various training profiles. The importance of correct and effective organization of the process of communicative training of undergraduates in the aspect of business communication in a foreign language is emphasized, which seems possible by expanding the arsenal of technologies for working with students.

Conclusion. The implementation of the course “Business Foreign Language” significantly increases the level of readiness of undergraduates to carry out professional activities, as they receive the necessary knowledge to choose the right strategy of behavior in the process of business communication, develop business communication skills in oral and written forms, learn to take part in the life of international scientific community. The quasi-professional field gives them the opportunity to behave resiliently in possible conflict situations, which prepares future undergraduates of non-linguistic specialties for entering professional activities.

In the process of practical activities, the relevance of targeted training of undergraduates of non-linguistic specialties for business communication in the foreign language being studied was revealed;

Methodological tools for training undergraduates of non-linguistic specialties for business communication in oral and written form have been developed;

The need to divide the “Business Foreign Language” course into three blocks is substantiated: “Informal communication”, “Business communication”, “Communication in the scientific community” in order to develop business communication skills at a higher level.

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