The given article dwells on the theoretical aspects of developing a metho­dology for teaching Chinese to students for whom Tajik is not the language of instruction, using media technologies and authentic literary texts. The relevance of this study stems from the growing interest in the Chinese language in Central Asia and the need to develop specialized approaches for a multilingual audience. A theoretical model is proposed that integrates stages of working with literary texts (from adapted to authentic) with multimedia tools (interactive videos, podcasts, mobile applications, and virtual reality platforms). The model aims to develop linguacultural competence and overcome psycholinguistic barriers. The analysis demonstrates the potential effectiveness of the proposed approach for developing all types of speech activity.