This article deals with the synthesis of cognitive and communicative approaches in teaching of foreign languages. The reasons are described why the cognitive approach is necessary in the course of learning foreign languages in technical universities. It is concluded that students need to speak not only a foreign language fluently, but also they need to use their foreign language skills to learn some professional information. The examples of communicative tasks for pair work with a terminology glossary are given in classrooms, and the examples of electronic resource use are given as well.