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The article deals with the issues of forming L2 professional communicative competency while teaching groups of postgraduates who major in different fields and have different levels of language proficiency. The current trends in higher education impose new requirements on the level of university graduates and postgraduates’ proficiency, which makes the ability to speak a foreign language socially essential, not optional as before. The focus is transferred from the skill of merely translating specialized texts to the ability to effectively communicate with international colleagues, both orally and in writing. L2 communicative competency is viewed as an essential component of scientific personnel training, which is supposed to forge successful professional accomplishments. Postgraduates are reported to be ready for intercultural communication in the areas of professional and research activities, for which they are expected to master the advanced threshold level B2 and professional use level C1 of Common European Framework. The problem under consideration is to determine possible ways of forming postgraduates’ ability to communicate in the foreign language on the level of unprepared and prepared monologue and dialogue, taking into account very limited duration of the postgraduate English course. The article researches into the theoretical foundations and peculiarities of forming L2 communicative competency in the postgraduate course environment with non-linguistic postgraduate students. It is argued that training non-linguistic professionals must be distinguished from training interpreters, foreign language teachers and linguists proper, as both the aims and the ways to achieve them are different. There is no need for a nonlinguistic postgraduate to obtain the level of English close to the one of a native speaker. Their main task is to effectively take part in the interlinguistic and intercultural communication to satisfy their personal needs, which could be getting an education abroad, scientific activity or business relationships. The article enlists a number of approaches both widely applied in international linguodidactics and developed by Russian scholars for graduate and postgraduate education in order to form L2 communicative competency with non-linguistic students. The principle of interrelated teaching all the four types of communicative activity (I.L. Bim, I.A. Zimnyaya, A.A. Leontiev, E.I. Passov and others) is defined as the major one in postgraduates’ training Followin this principle, speaking, reading, listening and writing abilities of postgraduate students should be developed in complex, this way complementing the progress of one another.