412 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us AMERICAN Journal of Language, Literacy and Learning in STEM Education Volume 01, Issue 09, 2023 ISSN (E): 2993-2769 Formation of Key Competencies of Students at a Non-Linguistic University Using the German Language Gulbakhor Makhdievna Mansurova Senior teacher of the Department of Foreign Languages, Karshi Institute of Engineering and Economics Abstract The intensive growth in the volume of scientific and technical information and the constant updating of technologies require specialists to have a very high level of fundamental training, as well as the abilities and skills of self-education, and the ability to engage in the continuous process of improving their qualifications. The article considers the main points of formation of key competencies of students at a non-linguistic university using the German language. Keywords: Professional competence, a competency-based approach, interactive communication. Introduction: Currently, the changes taking place in social relations, the strengthening of cultural, economic and political integration of society are increasing the position of the science ―Foreign Language‖ as a subject of general education. The main trend influencing the conceptual basis of the education system is the transition to a competency-based approach. Professional competence should be based on interdisciplinary connections that facilitate the transfer of knowledge and skills from basic subjects to foreign language classes. Through interdisciplinary communication, commonalities with other disciplines are discovered, common concepts and ideas are formed for several disciplines, and connections and interdependencies are established. Interdisciplinary connections play a major educational role in shaping students’ ability to learn history, traditions, communication culture, thinking, to see and compare the differences and similarities of two or more cultures, thereby developing students’ intercultural competence [1,152]. Intercultural or sociocultural competence itself cannot be formed only by reading authentic or semi-authentic texts, taking into account reality, certain vocabulary and connotations associated with the corresponding names. In addition, the textbooks poorly present cultural information related to the professional activities of specialists. Main part: Professional competence is closely related to communicative competence, an important component of which is texts. They must comply with didactic, methodological, psychological, linguistic principles. Teachers of our department have created teaching aids in which a special place is occupied by the formation of analytical skills through listening, visual and audiovisual clarity. All tasks for texts are aimed at monitoring the understanding of both the main content of the text and secondary facts. The types of problems are widely known in the methodological literature. In addition to scientific literature, we use contracts, advertising, business letters, faxes, telexes, etc. These same materials can serve to organize communicative intentions in writing [25,19]. 413 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us Linguistic competence is the ability to know and work with the rules of formation and adoption of linguistic forms and constructions in the process of forming one’s thoughts, to understand the thoughts of a communication partner in oral and written form, i.e. This competency is teaching grammar. It is the structure of language and grammar that turns language into speech. Methodologists, secondary school teachers, and university professors have accumulated extensive experience in introducing new grammatical structures that are not typical for Uzbek/ Russian students, consolidating them and practical use in all types of speech activity when reading professional literature, in the process of listening, and in writing. The main thing that students must understand is the relationship between form (grammatical construction) and content, i.e. its use in speech. Then, based on logic and common sense, they will easily select the previously learned grammatical form and transfer it to another context. As we master modern computer technologies, interactive communication between a person and a machine also affects the everyday sphere: exchanging correspondence, filling out questionnaires, etc. The language of a business letter (a note, a memo, an e-mail, an informal / formal letter) is distinguished by its special construction, logical sequence, completeness. Therefore, in written assignments we include not only samples and exercises, but also plans for preparing letters with example phrases, which makes it possible to compose a letter taking into account particular requirements [19]. The desire to interact with others and self-confidence, as well as the ability to put oneself in the place of another and the ability to cope with situations in society are the essence of social competence. Interaction as a technique involves not only speaking, but also includes an integrated approach to the development of skills. For example, students may first listen to or read a text independently, then discuss their interpretation of the text in pairs, small groups, and finally discuss as a whole class. Writing (e.g. writing an essay, resume, personal impressions) can be entered at any stage. Reading or listening may be preceded by a preliminary discussion to predict the situation and awaken interest in the text. Working in pairs and groups ensures increasing student interaction. In conditions of group work, a trusting, emotionally positive atmosphere in the team arises: the fear of educational failure disappears, problematic tasks are solved more successfully, independence and a sense of responsibility develop. Group work allows you to involve all students in the learning process and ensures their constant, continuous verbal interaction. 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