Today, numerous universities around the world are struggling with ever growing financial limitations arising from the education market and governments that control educational funding. At the same time, despite increasingly limited finances, educators must offer the same high quality of instruction that they always have to ensure their students' success in the future while working with diminished resources and funds. Current pressure leads universities and foreign language educators to seek new ways to optimize education and learning. Intensive methods can be considered a part of a solution. The current paper will not focus on the effectiveness of intensive language programs, but rather on intensive language instruction and methodologies that have been developed and are in the process of continuous development as education changes. This paper will discuss intensive methods both in their theoretical framework and practical applications. As most of the methodologies used in intensive instruction were developed in the former Soviet Union and now in Russia, this paper will also focus on Soviet and Russian developments of teaching methodologies during the past century. / text

Are we able to help younger students to develop their understanding and their use of the capital letter, dot and question mark by giving them intensive teaching on the subject during a short period, and would the effect be long lasting? I decided to investigate this together with young students in second and third grade and at the same time try to see which grade would benefit most. By using an experimental research design I conducted the investigation in a class with children from both grades where the result was compared with two similar control groups. The investigation lasted during five months, while the students were able to show their knowledge in the subject just before and after a two weeks period of intensive teaching and then again after four months. The result showed that the intensive teaching had an effect that lasted over time and that it was the students in second grade that would benefit most.

Intensivundervisning i matematik - att vara eller icke vara. En problematisering av intensivundervisning i matematik. / Intensive education in mathematics - to be or not to beA problematization of intensive education in mathenatics

В работе анализируются причины возникновения и основные особенности коммуникативного подхода, обобщаются проблемы в развитии коммуникативной компетенции китайских студентов и различные методы интенсивного обучения иностранному языку. Описываются ход и результаты опытно–поисковой работы по формированию коммуникативной компетенции при интенсивном обучении русскому языку как иностранному китайских студентов. Посредством опытно-поисковой работы доказана эффективность методики интенсивного обучения по формированию коммуникативной компетенции на уроках РКИ. / The paper analyzes the causes and main features of the communicative approach, summarizes the problems in the development of communicative competence of Chinese students and various methods of intensive teaching of a foreign language. The course and results of experimental and search work on the formation of communicative competence in the intensive teaching of Russian as a foreign language to Chinese students are described. Through the experimental search for work, the effectiveness of the methodology of intensive training in the formation of communicative competence in the lessons of Russian as a foreign language has been proven.