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Abstract: The peculiarities of the system of teaching Chinese students Russian as a foreign language are formed under the influence of the national mentality (for example, special respect of the teacher’s personality) and the habitual specificity of the national educational space of China (the education system is focused on the knowledge paradigm and the corresponding forms of teaching), as well as the peculiarities of the native language, some of which are connected with the peculiarity of the language as a system, while others stem from socio-linguistic and psycho-linguistic factors connected with functioning of the language. The article substantiates the system of methods and approaches facilitating efficient acquisition of a foreign language and the culture of its speakers; the author believes that the systemic approach (allowing appropriation of linguistic norms as a system at deferent levels) and the process-focused approach (allowing formation of a communicative field in different variants of work with the text) are the leading ones. The author also considers certain didactic techniques which make it possible to reach a high level of formation of a foreign language communicative competence, for example, the use of counting rhymes, tongue twisters and short poems as didactic material. The article argues that the main accent in the process of teaching Chinese students Russian as a foreign language should be laid on the development of the second linguistic personality capable of carrying out the dialogue of cultures.