This article examines the theoretical and methodological foundations of teaching the style of the Russian language to students of groups with the Uzbek language of instruction. In particular, the author sets out the origins of the generation of stylistic interference associated with various manifestations of the stylistic paradigmatics of the Russian and Uzbek languages at all levels of the linguistic hierarchy (phonetics, morphemics, word formation, morphology, syntax). On the example of comparing stylistic paradigms of different types (stylistically elevated paradigm, stylistically neutral paradigm, stylistically reduced paradigm) at the lexical and phonetic levels of the Russian and Uzbek languages, on the one hand, the stylistic diversity of linguistic units of different levels of language is revealed, and on the other hand, stylistic nuances studied typologically diverse languages. The similarities and discrepancies in the stylistic properties of the Russian and Uzbek languages give rise to some difficulties in the process of studying the stylistics of the Russian language in the Uzbek-speaking audience and may cause the appearance of stylistic interference in the speech of students. The article offers samples of educational and language tasks that cover both theoretical and practical aspects of teaching the style of the Russian language in an Uzbek-speaking audience.