The article analyzes the results of the methodological experiment, under the conditions of which the teaching of the future lawyers of oral monologic speech on the principles of differentiated approach has been carried out. The experiment was conducted both horizontally and vertically, lasted for 70 hours and consisted of the three stages – before-experiment cross-section, experimental teaching and two interim cross-sections. Ninety students took part in the experiment. The experiment was aimed at verification of the efficiency of the author’s methodology of teaching first-year law students of the English oral monologic speech on the principles of differentiated approach (taking into account the level of students’ knowledge and autonomy) on the basis of the defined principles, methods, the stages of teaching, as well as the sub-system of exercises and tasks. The differentiation of the tasks, the contents of teaching, the types of exercises and tasks along with the approach to their performing and the level of independence, constituted the variable condition of the experiment. The author has defined the criteria of assessment of spontaneous speech (the ease of speech, the scope of the utterance, the meaningful completeness and the level of realization of the communicative intent, the contextual and grammatical integrity, linguistic literacy) and prepared speech (criteria of informativeness, adherence to the compositional peculiarities of a certain functional type of a report, the contextual completeness and the level of realization of communicative intent, the contextual and grammatical integrity, linguisticliteracy). The perspective of further research can be seen in the development of methodology of teaching the language aspects and other types of the communicative activity to the HHE students (and also the secondary school students) on the basis of other criteria of their differentiation.