The topic of discursive foreign language skills is a major problem that needs to be studied in the context of a new educational paradigm. On the basis of analysis, the authors allocated the component of foreign language professionally discursive competence of future diplomats. Based on communicative tasks and project-based activities, the principles of future diplomats’ foreign language professionally discursive competence formation were developed. A cognitive approach in pedagogics is aimed at the development of the entire set of intellectual abilities and skills and impacts the tuition process along with the ability to be adapted to the new conditions. The survey that allowed to check the effectiveness of this model was conducted. As a result of implementing this model, the structure of the foreign language professionally discursive competence of future diplomats was being formed. The project-based activities and communicative tasks had promoted the necessary conditions for an increase in the levels of readiness for the realization of future diplomats’ professional activities.