In the context of Teaching English to Speakers of Other Languages (TESOL), achieving communicative competence is widely regarded as a primary objective of language instruction. However, English courses designed for non-philological students frequently emphasize grammatical and lexical knowledge, while sociolinguistic competence remains insufficiently developed. This imbalance often leads to difficulties in context-appropriate language use despite acceptable linguistic accuracy. The present study examines pedagogical approaches to developing sociolinguistic competence among non-philological students through TESOL-oriented instruction. An experimental study was conducted in a natural educational environment, where sociolinguistically focused tasks were systematically integrated into English language classes. The results demonstrate that targeted sociolinguistic instruction significantly enhances learners’ ability to select appropriate language forms in accordance with social context, communicative roles, and situational norms. The findings confirm the necessity of incorporating sociolinguistic competence as an essential component of English language teaching for non-philological learners.