In the context of globalization and expanding intercultural contacts, the formation of a secondary language personality becomes particularly significant. For Chinese philology students learning Russian as a foreign language (RFL), mastering not only linguistic norms but also culture-specific elements such as color-related proverbs presents a crucial challenge. These linguistic units reflect the national worldview and often lack direct equivalents in Chinese linguoculture, creating additional learning difficulties. The article aims to identify and substantiate methodological principles for teaching Russian color proverbs to Chinese philology students, facilitating the development of their secondary language personality and intercultural competence. The study analyzes core problems related to intercultural differences in color symbolism perception and the challenges Chinese learners face in acquiring proverbs. Special attention is given to the need to account for cultural connotations in teaching; principles of non-translation and communicative approaches; the role of situational-thematic organization of learning materials. The authors conclude that effective teaching of Russian color proverbs requires an integrated approach combining linguistic and cultural aspects. The application of proposed methodological principles (non-translation, communicative approach, intercultural interaction, etc.) not only enhances students’ language competence but also facilitates their immersion into the Russian worldview which is a fundamental condition for forming a secondary language personality.