The article deals with innovative pedagogical technologies in the process of training students of engineering specialties in professionally oriented translation. The introduction of interactive forms of learning is one of the most important areas in the training of technical translators in non-language higher schools. Successful professional communication requires linguistic, communicative knowledge, a high level of general and professional culture, adaptability to rapidly changing conditions, mobility, and the ability to work in a team. The purpose to apply innovative pedagogical technologies is the formation of key competencies of future translators. When preparing a translator of professionally oriented texts, the main competencies, besides linguistic knowledge, are subject and discursive competencies that are directly linked to the students' main engineering specialty and their professional readiness based on professional knowledge and skills. A wide range of a translator's personality traits requires an enabling linguistic and professional learning environment, which is a set of conditions essential to form professionally oriented translators. The basis of industry-specific translator training in the Engineering Academy of RUDN University is the integrative model and a phased approach forming translating competences in students and entailing integration of knowledge and skills relating to a given engineering profession. The article aims to investigate innovative pedagogical technologies and to expand the possibilities of using the method of situational analysis in the classes of professionally oriented translation based on the developed integrative model bringing together professional and linguistic skills in studying foreign languages. The relevance of introducing the method of situational analysis into the industry-specific translator training is currently due to its practical approach creating special learning environment and teaching through professional oriented content.