The competence-based approach in education has made it easier to use qualimetric procedures to assess learning outcomes. Given the fundamentally integrative nature of competencies, they tend to have more and more complex structures. This paper discusses the structure of one such competence, professional language competence, especially relevant to future technical university graduates who have to be able not only to solve professional problems but also use a foreign language to help them do this.The purpose of this study is to find out the component-wise structure of professional language competence of future technical university graduates and show experimentally that its development level can be assessed quantitatively, thus guaranteeing its development in students.The main research methods are pedagogical experiment, testing, method of expert group assessment. The pedagogical experiment involved 23 second-year students blogging in English on profession-related topics as part of their independent work organized with the author’s pedagogical technology.The results of the study show the effectiveness of this technology. Comparative assessments are provided of the level of different components of professional language competence as well as subcomponents of one such component. The monitoring of the changes in subcomponents and components of professional language competence allows a teacher to identify weaknesses in linguistic training and difficulties that students face in their independent work so that one address them in a timely and systematic manner.

professional language competence, technical university, competence-based approach, qualimetric approach, students’ independent work.