Аннотация:This article discusses some of the problems associated with the organizational and methodological features of working with different categories of Chinese students in the absence of a language environment. Proceeding from his own experience of teaching in Chinese universities and data of ethnopsychology, the authors disclose the characteristics of the students and the components of the learning process. Based on the analysis of the achievements of Chinese philology, as well as the practice of teaching, recommendations are given on optimizing the learning process of instruction, which can be useful (cognitive) for Russian specialists working with this contingent of students.