Abstract: The subject of the research is the text–video synergetic cycle as a linguodidactic model for developing the intercultural communicative competence of Chinese students in Russian as a foreign language classes. The study examines the organization of educational activities involving multimodal media texts that combine verbal, visual, intonational, and nonverbal components of communication. It analyzes the structure and stages of the cycle, as well as the functions of textual support, video-based observation, cultural interpretation, speech production, and reflection. Particular attention is paid to identifying cultural nodes arising from differences between Russian and Chinese communicative norms in situations involving requests, refusals, expressions of gratitude, disagreements, and invitations. The study also considers the criteria for selecting video fragments, possible trajectories from text to video and back to text, and indicators of intercultural understanding, communicative appropriateness, and the ability to create an original multimodal product. The methodological framework includes theoretical analysis, linguodidactic modeling, comparative methodological analysis, the multimodal approach, and the design of a sequential instructional algorithm. The scientific novelty lies in the theoretical substantiation of the text–video synergetic cycle, in which video material is considered not as an auxiliary means of visualization, listening practice, or retelling, but as a structural element of intercultural meaning-making. A typology of nonverbal, axiological, and sociocultural-normative cultural nodes has been developed, making it possible to analyze the interaction of utterances, intonation, gestures, facial expressions, pauses, and the social roles of communication participants. It has been established that the successive progression from identifying a cultural node and providing textual preparation to viewing, cross-modal comparison, speech production, and reflection enables students to move from understanding the plot to performing an independent communicative action. The study concludes that the effectiveness of the model is ensured by the linguistic accessibility of the material, the clarity of the communicative situation, the cultural significance of the behavior presented, the possibility of comparison with Chinese communicative norms, and a moderate cognitive load. The text–video synergetic cycle compensates for the lack of a natural Russian-speaking environment and promotes conscious intercultural communicative behavior. The synergetic effect of the model is specified as the methodologically guided emergence of a qualitatively new level of understanding: the student correlates a verbal utterance with intonation, gestures, pauses, and the addressee’s response, identifies discrepancies between the initial translation-based interpretation and the cultural interpretation, and incorporates this refined understanding into their own communicative action.

Keywords: Russian language teaching, Chinese students, intercultural competence, text–video synergetic cycle, multimodal media text, cultural nodes, cross-modal analysis, communicative behavior, linguodidactic model, cultural interpretation