The relevance of this research is due to significant changes in the labor market caused by the transformation of the modern world, when the demand for professionals who can study in a digital environment, as well as carry out cross-cultural communication and interaction with remote business partners, has sharply increased. This article identifies the main difficulties arising in the process of teaching intergroup dialogue and professionally-oriented interaction to non-linguistic students and also proposes new organizational and methodological approaches aimed at overcoming these difficulties. The aim of the research is to test the experimental methods of distance teaching of dialogic speech as a means of adaptation of non-linguistic students to intergroup communication in the digital environment. Such research methods as the experiment, observation, and the method of open and closed-ended questionnaires were used. The statistical significance of the obtained data was tested with the help of the student’s paired t-test and the Fisher test. The article describes the experimental distance teaching of communication in a virtual environment simulating professional intercultural interaction. The organizational and methodological approaches elaborated by the authors give an opportunity to form an educational foreign language environment, which trains non-linguistic students in intergroup communication with remote partners. The pedagogical tools tested in practice contribute to the effectiveness of teaching students with a low level of foreign language proficiency. The materials presented in the article allow us to create new technologies of foreign language distance teaching and will be in demand by specialists in the field of higher education pedagogies.