Keyword: «variable approach»

The study relevance of the adult foreign language teaching methods through the prism of invariant and variable approaches is determined by the growing need to improve educational programs in the system of additional education, taking into account the specific characteristics of adult learners. The aim is to make a comparative analysis of invariant and variable approaches in the context of plurilingual foreign language teaching, to identify their specifics and integration opportunities to improve the effectiveness of the educational process. The research is based on the methods of analyzing scientific literature, questioning students, systematization and generalization of data. In the course of the research, the theoretical foundations of invariant and variable adult learning of foreign languages are studied, the features of the organization of the educational process are analyzed. In the course of the research, the theoretical foundations of invariant and variable adult learning of foreign languages are studied, and the specific aspects of the organization of the educational process are analyzed. The use of the questionnaire made it possible to identify key factors influencing the success of learning, including motivation, experience in learning other languages, preferences in learning formats and the use of digital technologies, and others. As a result of the study, it was found that the invariant approach ensures the systematization of knowledge and the formation of basic language competences, while the variable approach contributes to the individualization of learning, increasing motivation and practical orientation of learning. It is proposed to combine both approaches, use a modular structure, set short-term goals and implement rational variable elements in accordance with the individual needs of students. The theoretical significance of the study lies in the systematization of the principles of invariant and variable approaches and the definition of their role in teaching foreign languages to adults. The practical significance of the work lies in the applicability of the findings in the development of additional education courses and in teaching foreign languages to adults. Taking into account all of the above, the demonstration of productive models of teaching foreign languages becomes relevant, in which a comparative analysis of invariant and variable approaches plays an important role as the basis for organizing effective preparation and improvement of implemented foreign language teaching programs.