The research objective includes identifying the role of verbal cognitive activity when forming linguistic students’ compensatory and pragmatic competences. The article analyses correlation of linguistic competences and speech activity (language usage) from the viewpoint of foreign language teaching. Specificity of the competences manifestation depending on a type of thinking is revealed. Scientific originality of the research involves justifying the thesis that students’ verbal cognitive activity stimulation allows simultaneous development of their pragmatic and compensatory competences taking into account similarity of intellectual models. The authors introduce a definition of verbal cognitive activity and reveal the educational potential of the case-study method. The research findings are as follows: the authors identify the stages of verbal cognitive activity development with a focus on forming students’ compensatory and pragmatic competences on the basis of the case-study technology.

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