This article describes a linguodidactic experiment conducted within the framework of the "Basic Audiovisual Russian Language Course" for Chinese philology students at an advanced stage of training (certification levels B1–B2) in Chinese universities. A linguodidactic experiment was conducted, with the aim of introducing a comprehensive approach to teaching speech activities to Chinese philology students at Hunan Normal University and Huzhou University. Listening plays a leading role in the educational process within the framework of the "Basic Audiovisual Russian Language Course." The experiment involved 76 fourth-semester Russian students. The primary methods used were scientific-theoretical analysis, formal modeling, experimental methods, quantitative-statistical methods, observation methods, and pragmalinguistic, linguocultural, and semantic text-analysis methods. The research material consisted of a system of teaching listening accompanied by visualization, speaking, reading, and writing, integrated into the educational process at the undergraduate level of "Russian Language and Literature." Analysis of the experiment indicated the importance of finding solutions to the difficulties faced by Chinese students in listening to spoken Russian, the negative consequences of "delayed" listening training at the initial stage of language learning, and the need to consider the complexity of audio-video texts based on several criteria to optimize text selection and tasks, and to achieve the maximum educational effect. Recommendations were made to optimize the course content and quality of the textual material selected for listening, as well as the role of studying the audiovisual Russian language course in the personal development of Chinese philology students.

Keywords: Listening, audiovisual, speech activity, speaking, writing, reading, skill, understanding, teaching methodology, Chinese students, Russian as a foreign language.