The article analyzes methodological approaches to the use of screen adaptations of A.P. Chekhov's short stories in teaching non-native speakers, considering cinema as a means of integrated formation of linguistic and cultural competences. The relevance is determined by the difficulties of perceiving classical texts without audiovisual support and by the need to increase engagement. The aim of the study is to assess the pedagogical effectiveness of comparative work with the literary original and its screen version in contrast to text-centered practices. The novelty lies in the constructive linking of linguistic outcomes with indicators of cultural reflection and motivation. Materials and methods included a pedagogical experiment conducted in two groups at levels B1-B2: the control group worked only with printed texts, while the experimental group engaged with the film adaptations of The Lady with the Dog , The Man in a Case and The Chameleon in pre-viewing, during- viewing, and post-viewing modes. Measurement tools covered vocabulary, grammar, listening and reading tests, cultural context assignments, observation, and motivation questionnaires. Quantitative analysis was based on means, standard deviations, and correlations between linguistic and cultural indicators. The results confirmed the advantage of the audiovisual approach: the increase in active vocabulary and listening comprehension in the experimental group significantly exceeded the control group's outcomes; the smallest but still significant difference was recorded in grammar. Cultural competence grew markedly: understanding of historical and everyday context, identification of social norms, and interpretation of non-verbal communication received higher ratings. A sharp rise in motivation was noted, including interest in Chekhov's works and an intention to expand familiarity with Russian culture. The correlation between linguistic and cultural outcomes was strengthened. The discussion interprets the obtained effects as the result of synergy among modality channels: visual-auditory support reduces the affective barrier, accelerates lexical consolidation, and ensures the contextualization of grammatical models. Practical significance lies in developing step-by-step tasks for comparing text and film, expanding the repository of adaptations, implementing progress analytics, and preparing teachers for the design of screen-based lessons. Limitations are related to the framework of a single school and a one-semester horizon; prospects include longitudinal research, a broader sample, and replication. A combination of pre-viewing questions, segmented viewing with pauses, micro-tasks on non-verbal signals, and post-viewing essays based on quotations and film frames is recommended. Assessment should be linked to competence rubrics and clear achievement criteria.