This article deals with the issue of unwillingness of non-linguistic university students to use a foreign language in a field of professional communication. Most students do not have a motive for foreign language communication. They also cannot state their arguments in a foreign language. The article presents a way to optimize the process of teaching a foreign language through the organization of foreign language speech-thinking activity. The use of the method of communicative tasks has advantages in the sense that it effectively develops the skills to think creatively and critically: to consider the problematic task from different positions, compare, isolate the main idea and argue. Foreign language speech-thinking activity should be realized through an oral unprepared monologue statement as a result of solving a communicative task. In this statement, the students demonstrate their ability to solve a communicative task, verbally substantiate their statement, and formalize it in accordance with the norms of a foreign language. On the basis of the research, it is concluded that the formation of students' professional communication skills will be more efficiently carried out when students are involved in a foreign language speech-thinking activity through the solution of communicative tasks.

Keywords: foreign language teaching, oral unprepared monologue statement, solving of communicative tasks.