This article examines the sociopragmatic difficulties encountered by students in the process of communication in foreign languages and analyzes their impact on the development of communicative competence. Sociopragmatic difficulties are reflected in learners’ inability to appropriately consider speech situations, social status, cultural norms, politeness strategies, and communicative intentions. The study emphasizes that foreign language proficiency is not limited to grammatical and lexical knowledge, but also requires the ability to use language in accordance with social and cultural conventions. The inappropriate use of forms of address, requests, refusals, apologies, and expressions of gratitude may lead to misunderstanding, communicative discomfort, and intercultural conflicts. The article considers the development of sociopragmatic competence as an important condition for improving the effectiveness of the communicative approach in foreign language education.