Researched is the problem of using of non-equivalent vocabulary in the process of teaching Russian language as foreign one to Iranian students philologists. Disclosed is specificity of the concept of “non-equivalent vocabulary”. Also presented is classification of non-equivalent vocabulary of Russian language. The author’s conclusion is made, that training in non-equivalent vocabulary helps students to understand more deeply specific feature of Russian language picture of the world. Proposed are some methodical recommendations for successful realization of the process of training in non-equivalent vocabulary of Russian language for foreign students.
