Chynhya Cao

The relevance of this article is evident due to the intensive development of economic, political, cultural and educational ties between the Russian Federation and the People's Republic of China. Currently, the number of Russian-speaking students studying Chinese is growing every year in Russia, and due to the complexity of mastering the Chinese language, students face considerable difficulties in learning the Chinese language. The main problem is that most authors of textbooks, when developing them, are based on the Common European Standards of Foreign Language Proficiency and focus on the formation of foreign language (intercultural) competence, including social, strategic, compensatory and other competences. At the same time, the Chinese language competency standards developed in the PRC are not taken into account. The structure and content of these standards have been constantly evolving and improving since the release of the first standard in 1988. Currently, China has Standard 3.0, which includes three levels and nine sublevels, which must be taken into account when teaching and designing Chinese language textbooks. Standard 3.0 clearly defines the goals and content of training, topics of communication, aspects of language, linguistic and cultural knowledge, etc. The purpose of the article is to identify the essence, structure and content of competency standards for proficiency in the Chinese language and determine the implication of teaching Chinese to Russian-speaking students. The research materials were publications of Russian and foreign authors, which deal with issues of Chinese language competency. The research is based on the use of methods such as theoretical analysis, synthesis, systematization and comparison of the results obtained. The author came to the conclusion that the use of the Chinese Language Competency Standard when designing textbooks will make it possible to better adapt the educational process to the needs of students and improve the training quality of specialists in Russia in the field of the Chinese language. The theoretical and practical significance of the study lies in the fact that its results can be useful for the development of the theory and methodology of teaching Chinese to Russian-speaking students; for developing programs and teaching materials.