Abstract
The article focuses on searching for new, optimal means of forming professionally important qualities of students of non-linguistic universities using the discipline “Foreign language” on the example of the experience of Moscow Agricultural Academy named after K. A. Timiryazev. The study of a foreign language in a non-linguistic university makes an undeniable contribution to the process of personality selfdetermination. The study aims to determine effective teaching methods and formulating professionally important personality traits of future engineers. These methods are formed in educational quasiprofessional activity and are improved in the process of professional activity as professionalization and based on the experience of applying skills. We correlate the main types of educational activity with the professionally important personality traits of future specialists that are functionally differentiated according to three subsystems of the personality structure-cognitive, communicative, and regulatory. This approach is innovative in teaching practice. The study includes the development of recommendations for optimizing their formation in learning a foreign language.
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