In the context of globalization and increased international cooperation in various fields of activity, foreign language proficiency is an integral part of the professional training of future specialists. The development of communication skills is of particular importance as it plays a key role in the formation of students' research competencies. The communicative component of teaching a foreign language contributes to the improvement of language skills as well as the development of critical thinking, the ability to analyze, synthesize information and effectively interact in an intercultural environment. The relevance of the problem relates to the increased demands on the professional and personal qualities of university graduates. Modern educational standards require specialists to have not only in-depth knowledge in their professional field, but also the ability to conduct scientific research, publish results, and participate in research at the international level. In this context, learning a foreign language becomes an important tool for students to integrate into the global scientific community successfully. The aim of the study is to determine the communicative component of students' research competencies in the process of learning a foreign language. The research methods include the analysis and synthesis of scientific literature on the topic, survey and qualitative methods for evaluating the results. The results of the study showed the presence of four types of communicators and the prerequisites for conducting research activities (R&D) for each of them. Activity, stability, and benevolence along with passivity determine not only the development of students' research competencies, but also the effectiveness of their scientific research. The scientific novelty of the research lies in the comprehensive study of the influence that a certain set of characteristics of students have on the development of their research competencies in the process of learning a foreign language. The practical significance of the work lies in the possibility of using the selected types of communicators as reference for the integration of professional language training and the development of students' research competencies.