The introduction states thatcommunicative activeness is among competences which enable the student to be successful in his learning and his creative self-realization in student societies. However, most of first-year students are not ready to dialogue or spontaneous speech activity in classes, they have difficulties with monologue building, as well as with group communication. The aim of this article is to describe pedagogical conditions for the development of communicative activeness among students in Russian and Speech Culture classes. The following research methods were used: analysis of scientific literature, observation, pedagogical modeling and analysis of empirical experience. The results were obtained after experiments on the basis of FSBEI HE “Vyatka State University”. Three groups of pedagogical conditions were determined and described as follows: the organizational, psychological and methodical ones. Organizational conditions include factors of educational process organization, goal-setting and planning: arrangement of learning course in order to develop communicative activeness, providing independent study of theoretical material, the teacher and students’ interaction in social network. Psychological conditions are as follows: the creation of a psychologically comfortable and safe environment in classes, the formation of positive motivation in order to develop communicative activeness as a personality trait, the development of reflexivity. Methodical conditions include the selection of interesting subject content, increase in number of speach and communicative practices, creative tasks, the use of non-traditional methods, games, mobile videos. It is concluded that all stated conditions promote the development of communicative activeness. This is evidenced by the prevailing positive emotions in students, their ability to focus, involvement into work, an increase in the number of speech acts on the issues discussed, their readiness to make a presentation in class.