The vocational training programme in the technical-vocational education and training institutions of the Republic of Moldova includes learning English language applied in the chosen area. English language knowledge will open new professional opportunities for graduates, in the context of professional integration at both national and global level. This article presents the humanistic theory of personality as an epistemological benchmark in the development of the competence of pragmatic communication in English, from which a principle is derived that underlies the didactic pathway in order to develop students’ competence of pragmatic communication in English. The humanistic theory of personality represents an approach that provides a perspective to the training process, as humanistic education puts the affective and the cognitive part of education in the foreground. Thus, the success of learning, in view of the humanistic theory of personality, is ensured by creating a positive climate, based on the teacher's confidence in the students' learning abilities. The teacher gets involved considerably in the teaching-learning process, suggests interactive, stimulating exercises and tasks that pro-actively include the students in the learning process. Hence, this theory is essential, as it encourages student-centric learning as subject of one's own learning path, based on the self-awareness and self-motivation capacity. A coherent methodological spectrum, consisting of didactic activities focused on the pragmatic dimension, transposed through the humanistic theory of personality, effectively contributes to the development of the competence of pragmatic communication in English in the area chosen by TVET students. Communication in English is part of the eight key competences recommended by the Council of the European Union, therefore, the educational approach concept presented in the article could be applied by the teachers of the technical - vocational education and training, in the context of lifelong learning.