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Abstract: In the paper, the author presents the results of an analysis of key-points in the problem of developing long-term memory in non-linguistic students with a poor command of the studied foreign language. The article argues that this problem is very urgent in modern higher school, because general requirements for competences in this field have not been properly worked out yet. The author proposes his vision of the ways to overcome linguistic problems while learning new material. These solutions are presented in the form of a model, which might be used for teaching foreign languages in non-profile departments. The proposed principles are based on deep analysis of students’ environment and on definition of the main problematic points, which cause difficulties in acquiring new material by the students. The author’s requirement is that each of the chosen student groups should get information in a strictly individual manner and, in the end, all students must get equal amount of knowledge. The article substantiates the necessity of continuous monitoring of students’ knowledge, which must be conducted not only at the end of the term, and the importance of variability of the volume of information, keeping in view that the ratio between revision and new material presentation directly depends on the level of success shown by students in the initial test.