The Russian language has been steadily losing its positions in the world in recent years, and this trend can remain for a certain period unless effective measures are taken to support and promote the Russian language in the global community. However, international communication in Russian between people interested in culture, economics, and Russian politics is complicated by the existing myth that Russian is difficult to study. This has to do, first of all, with the very methodology of teaching the Russian language, which primarily deals with intralinguistic problems and takes little account of the ethnolinguistic features of other languages and the ethno-cultural differences of the speakers. Currently, the international academic mobility of students is not only a significant phenomenon in the integration processes of higher education in the world community, but it also plays a central role in the development of home universities. However, in the overall rating of Chinese students' mobility around the world, Russia occupies only the 11th place. Chinese students need much more time and effort to master Russian than European students. This is due to a number of objective reasons. Taking this into account, it is necessary to optimize the methodology of teaching the Russian language and to offer culture-oriented models of teaching. The problem of defining the role of culture in teaching a foreign language has been reflected in the works of many methodologists. The authors propose different forms, methods and ways to implement the principle of dialogue of cultures in the lessons of Russian as a foreign language. Some of these forms and methods are extensively used by the authors in their classroom practice. Culture is mostly assimilated through texts. In the intercultural dialogue, however, not only literature can serve as a mediator, but also the works of other art forms, which are still insufficiently applied in the practice of teaching the Russian language. These include, first of all, music, painting, theater, cinema and museums, which in combination with the literature may help Chinese students overcome language and cultural barriers in order to better understand the cultural patterns of native speakers' speech behavior.
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