The article deals with the retrospective analysis of the approaches to the problem of the effective intercultural dialogue as an open and respectful interaction between individuals, groups and organizations with different cultural backgrounds or world views. The essence of the notion of «linguosociocultural competence» as a сomplex and multicomponent phenomenon is investigated. The components of linguosociocultural competence, which include sociolinguistic, sociocultural and social subcompetences are systematized. Each of the subcompetences is seen as a set of particular knowledge, skills, awareness and availability to act as a member of effective intercultural communication. The aims and tasks of forming linguosociocultural competence of students of higher educational institutions are singled out. The main objectives of forming linguosociocultural competence of students of higher educational institutions, who learn English as the specialty are specified. These objectives include showing the understanding of socio-cultural aspects of the English-speaking world, showing knowledge of the customs and culture of the English-speaking world within the topics studied, increasing socio-cultural knowledge and skills, developing strategies for looking at the English-speaking culture from the inside. The necessity of teaching understanding non-verbal signals in the process of forming of linguosociocultural competence is proved. Non-verbal signals are defined as the meaningful movements of a person, including gestures, mimics, pantomimics, changes of personal space, distance, particularities of voice and the specific static details as clothing, style of hairdo, accessories, jewelry, tattoos etc. It is proved that bearing implicit great meaning, those non-verbal signals mentioned should be taken into consideration. The whole number of non-verbal symbols as the non-verbal behavior of a person expresses psychological states of a person, his/her attitude to the partner and to the situation in which the conversation takes place in general. The problem is that in the Curriculum for English Language Development in Universities and Institutes the problem of forming linguosociocultural competence is stated in general, when the specific tasks, which concern non-verbal signals in the process of communication, are not specified. Thus, the article is aimed at observing the problem of understanding of non-verbal signals in the process of forming linguosociocultural competence.