The linguoculturological approach to teaching the Russian language proceeds from the need to develop a linguoculturological competence, which implies the presence of such an important component of the dialogue among cultures as the speaker’s / listener’s understanding of the entire system of cultural values expressed in a language. Thus, the basic concepts of culture act as a connecting link between culture and language, and visually present both linguistic and cultural information in a harmonious unity when working with feature films. Using the example of A. Zvyagintsev’s film “Loveless”, the article describes the main differences in understanding such an important cultural object as the “family”, and outlines an approach to overcoming comprehension difficulties, encountered by Chinese students. In modern Russian reality, children play different roles in different families, while in traditional Chinese culture, children continue to be the main unifying center of family relations. The interdisciplinary status of the linguoculturological approach in teaching Russian as a foreign language based on a modern feature film makes it possible to build a cultural dialogue between the values of East and West and allows Chinese students to better understand cultural connotations of the film content.