FORMATION OF CHARACTEROLOGICAL CHARACTERISTICS OF STUDENTS IN THE PROCESS OF LEARNING ENGLISH WITH VARIOUS DEGREE OF INTENSITY

Dumnova N.I.

State Humanitarian and Technological University
Orekhovo-Zuyevo, Russia
e-mail: ndumnova@hotmail.com

Introduction               

The blurring boundaries of communication spaces in the modern world pose new challenges for specialists in various fields: from online communication to professional interaction with representatives of other cultures, making foreign language proficiency a core competency for university graduates. In addition to studying foreign language teaching methods, it is important to consider the impact of immersion in a foreign language environment on learners' personal characteristics. According to research by I.A. Zimnyaya, N.V. Imedadze, and I.I. Khaleeva, specialists who closely interact with foreign languages in their professional activities form a specific category of professional bilinguals. Distinctive features of this group include not only a high level of linguistic competence but also a pronounced cultural identity. Therefore, we believe it is necessary to study the development of characterological personality traits during the acquisition of foreign language vocabulary, grammatical structure, and semantic relationships [14].

The search for answers to the question of how learning a foreign language influences the development of personality traits lies within the field of research on the concept of "world image," developed by A.N. Leontiev as a fundamental paradigm in the psychology of consciousness. In contemporary Russian psychology, world image is interpreted as a mental representation of objective reality, which is formed through objective meanings and corresponding cognitive schemas and is accessible to conscious reflection [11].

The concept of "worldview" describes a complex, multi-level cognitive structure whose dynamics and functioning are closely linked to the linguistic system. Language is a significant factor in shaping human perception of reality. The linguistic system defines the spatio-temporal coordinates and system of evaluative criteria through which an individual perceives the surrounding world and determines patterns of social and professional interaction. As a result, communication strategies and behavioral patterns are formed. Language plays a role in personality development, influencing self-perception, which manifests itself in self-esteem, life activity levels, and the development of individual traits.
character [12].

Mastering a foreign language means shifting to a different model of perceiving reality, which is necessary for effective interaction with speakers of another culture. A key condition for using language as a means of communication is the presence of a common or similar understanding of reality. In turn, a unified view of reality and coordinated actions are impossible without the ability to fully communicate [15].

In this regard, psychological science faces the following challenge: studying the mechanisms by which students' personal characteristics are actualized while learning foreign languages with varying degrees of immersion. Foreign language acquisition is inextricably linked to immersion in the ethnocultural context of its native speakers. Our research advances the idea that mastering a foreign language's sign, primarily speech, serves as a channel for the internalization of ethnic culture, influencing the development of personal characteristics characteristic of a typical representative of a given ethnic group.

 

Methodology and methods

The study of personality issues has deep scientific traditions both in foreign and domestic psychology. In Russia, personality issues were studied by L.S. Vygotsky (cultural-historical theory) [7], A.N. Leontiev (activity theory) [10], A.A. Leontiev (psycholinguistic approach) [13], A.G. Asmolov (axiological) [2], P.K. Anokhin (systemic approach) [1]. Abroad, significant contributions to the development of the theory of character were made by such researchers as K. Jung (the concept of archetypes and personality types) [26], R. Cattell (factor model of personality traits) [27], G. Eysenck (three-factor model) [29]. In our study, personality is understood as a special set of human qualities acquired by him in the socio-cultural environment in the process of activity and communication [6, p. 320].

Authors from various fields emphasize that, during the process of personality development, a person is influenced by many factors: place of residence, social and professional status, lifestyle, life events, and education. Education is dominant in the development and formation of personality, especially if a person is mastering a foreign language. In the process of learning a foreign language, a subject assimilates not only the linguistic system, but also the associated set of cultural codes: value orientations, motivational patterns, communication models, and ethical norms [23]. The learning process can be represented as the formation of a stable image of the world that corresponds to its real socio-cognitive characteristics and serves as the basis for effective activity.
person [13; 17]. In-depth study of a foreign language changes the semantic perception of key elements of the image of the world, influencing personality traits, self-esteem and the nature of interpersonal relationships [23]. It is important to note that there are some dominant qualities of the so-called «national» character, which are relatively stable for the majority of representatives of a particular ethnic community.

Let's illustrate this relationship using the example of Anglo-Saxon linguistic culture, as well as Russian. The emotional restraint characteristic of Anglo-Saxon society is manifested at the linguistic level: in vocabulary, through the use of softening constructions. ("I'm afraid you are not quite right"), in grammar – through stable patterns of expression (for example, «He's always throwing things around the house. The national tendency towards orderliness is reflected in the rigid syntactic structure of the English sentence with its fixed word order.

British character traits—discipline, politeness, and adherence to social norms—are combined with an avoidance of vulgar language, a minimization of personal remarks in public, and a respect for privacy. Moderation and a desire for privacy, characteristic of the British way of life, correspond to a general atmosphere of restraint in society. The British are characterized by a love of silence and solitude, and a desire not to interfere in the affairs of others [32]. As researchers note, one of the dominant traits of the British national character is considered to be the so-called "sense of superiority." The British are independent, and boundaries of interaction are established in interpersonal relationships [32]. The British demonstrate a high capacity for work, combining this with a rational distribution of time for rest. The British value system prioritizes education, independence, honesty, dignity, selflessness, refined manners, tact, a willingness to sacrifice personal resources for socially significant goals, the ability to both obey and lead, and persistence in achieving goals [21, p. 105]. Self-control is considered a crucial individual characteristic. Negative traits such as snobbery and hypocrisy are often interpreted by psychologists as an adaptive mechanism that allows individuals to cope with the harsh moral and social demands of society [32, p. 29].

Researchers note a number of characteristic traits traditionally associated with the American national character. Positive traits include: pronounced masculinity and courage, tenacity and determination in achieving goals, ambition and entrepreneurial spirit, a practical approach to problem-solving, openness to change and a willingness to take risks, a penchant for innovation and invention, a thirst for new knowledge, flexible thinking, pronounced individualism and a desire for freedom, an optimistic outlook on life, confidence in the future, and a long-term focus. Negative traits include vulgarity, adventurism, a tendency to boast, cold-bloodedness, cruelty, and greed.

The Russian cultural model is characterized by a predominance of collective orientation with a relatively weak expression of individual self-esteem. The main traits of Russians include Slavic peacefulness and hospitality («Even though I’m not rich, I’m glad to have guests», «What we have is what we’re happy with», «Honor to the guest is honor to the host», «"A hut is not beautiful because of its corners, but because of its pies.", commitment to family values («"A tree is supported by its roots, and
"A person is a family", "To cherish family is to be happy"», "The whole family is together, and the soul is in place"), idealistic aspirations ("Better the bitter truth than the sweet lie," "Stand up for what's right"«, «"Truth does not burn in fire and does not drown in water.", patriotism, a tendency toward internal discord, and indecisiveness. There is a lack of self-discipline and a pronounced need to submit to authority. Russians are characterized by a warm and open style of interpersonal communication. The Russian language possesses an exceptionally rich arsenal of lexical and grammatical tools that allow for the differentiation of emotional states and the specific flavor of interpersonal relationships. The specificity of Russian word formation includes a number of features that have no direct equivalents in other languages.
Among them is a vast layer of vocabulary with a special emotional coloring («"beloved", "cherished", etc..) and high productivity of diminutive suffixes («"darling", "darling", etc..). Modern research also notes the high emotionality of the Russian language, which is reflected in the richness of «active» emotional verbs ("to be sad", "to be horrified", "to be indignant", etc..), as well as in the exceptional diversity of derivative forms of personal names. Thus, the psychological portrait of a bearer of Russian culture also includes pronounced warmth and humanity, a high need for stable social connections. Emotional lability and a tendency to make irrational decisions are noted [20].

 

Study

To test the hypothesis that learning English develops personality traits typical of Anglo-Saxon culture, an experimental study was conducted on the personality traits of 114 students majoring in education, aged 17 to 21. The students were divided into two groups: the control group consisted of students from the non-philological department studying foreign languages as part of a university program, and the experimental group consisted of students from the philological department studying a foreign language in depth.

After the formative impact (5th semester of study) – a repeat study was conducted on the same students: for the non-philological department, the total workload was 216 hours of foreign language in the first three semesters of the university program, for the philological department – disciplines read on
English is 6754 hours in 5 semesters.

To test the hypothesis, one of several standard methods developed by foreign researchers and adapted for the Russian sample was used: the Russian version of the TIPI questionnaire (TIPI-RU) (Author: S. Gosling et al. (2003) Adaptation: A.S. Sergeeva, et al. (2016)).

The experimental parameters according to the TIPI method reflect some characterological features typical of a typical representative of the Anglo-Saxon culture: «open to new experiences, complex», «calm, emotionally stable», «withdrawn, quiet», for
Russian: «anxious, I am easily upset», «sympathetic, warm-hearted» (presented in Table 1).

Table 1. National psychological portraits

	National psychological portrait of a representative of Anglo-Saxon culture	National psychological portrait of a representative of Russian culture
1.	Withdrawn, quiet	I am anxious and easily upset.
2.	Open to new experiences, challenging	Sympathetic, warm-hearted
3.	Calm, emotionally stable	Disorganized, careless
4.	Reliable and disciplined*	Reliable and disciplined*

*presented in the Anglo-Saxon and Russian national psychological portraits

In further experimental procedures, these portraits will be used to analyze the formation of students’ characterological features at different stages of formative influence.

A comparative analysis of the results of the input cut-off of the expression of diagnostic parameters according to the TIPI method in the control and experimental groups is presented in Figure 1.

Fig. 1. Comparative analysis of the average values of the severity of diagnostic parameters in students of the control and experimental groups (TIPI)

Some parameters differ significantly, some insignificantly. Analysis of the obtained data using the χ2 test confirms the absence of significant differences in the indicators of personal qualities of the subjects of the control and experimental groups before the beginning of the formative influence: "open, full of enthusiasm" (p≥0.05), "critical, inclined to argue" (p≥0.05), "reliable and disciplined" (p≥0.05), "anxious, I am easily upset" (p≥0.05), "open to new experiences" (p≥0.05), "sympathetic, warm-hearted" (p≥0.05), "calm, emotionally stable" (p≥0.05), "ordinary, not creative" (p≥0.05), "withdrawn, quiet" (p≥0.05). The groups showed statistically significant differences in the "disorganized, careless" indicator (p≤0.001). Students in the experimental group demonstrated a lower level of "carelessness" compared to students in the control group. We believe this can be explained by the fact that students majoring in philology were initially more organized before entering university. We also believe that the greater organization of students majoring in philology during their English language learning process was related to their preparation for the Unified State Exam.

The experimental parameters of the TIPI methodology reflect certain character traits characteristic of a typical representative of Anglo-Saxon culture: "withdrawn, quiet," "open to new experiences, complex," "calm, emotionally stable," "reliable and disciplined." For Russians, the parameters are "anxious, easily upset," "sympathetic, warm-hearted," "disorganized, carefree," and "reliable and disciplined." The remaining diagnostic parameters apply to representatives of several ethnic cultures, so a comparative analysis of the results of the expression of the above experimental parameters is presented below.

A comparative analysis of the results of the expression of the diagnosed parameters using the TIPI method in the control group before and after the formative impact is presented in Figure 2.

Fig. 2. Comparative analysis of the average values of the severity of diagnostic parameters in students of the control group before and after exposure (TIPI)

The use of Student's T-test to analyze the data obtained using the TIPI method showed the following statistical differences in the control group before and after the formative influence: «withdrawn, quiet» (p≤0.001), «sympathetic, warm-hearted» (p≤0.05), «disorganized, carefree» (p≤0.001). The subjects did not show statistically significant differences in the remaining indicators.

A comparative analysis of the results of the expression of diagnostic parameters according to the TIPI method in the experimental group before and after the formative impact is presented in Figure 3.

Fig. 3. Comparative analysis of the average values of the severity of diagnostic parameters in students of the experimental group before and after exposure (TIPI)

The use of Student's T-test to analyze the data of the experimental group obtained using the TIPI method allows us to state that the subjects showed statistically significant differences according to the criterion: «calm, emotionally stable» (p ≤0.05).

An analysis of mean values does not allow us to illustrate changes in the personality traits of students studying English with varying degrees of intensity, so the next step was a factor analysis of the data obtained. To preliminarily estimate the number of factors, an eigenvalue plot was constructed, followed by a principal component analysis using a Varimax rotation for all groups.

The distribution of diagnostic parameters according to the TIPI method by factors in the control group before the formative intervention is presented in Table 2.

Table 2. Factor analysis of the personal characteristics of students in the control group before the formative intervention (TIPI)

Rotated component matrixa,b
	Component
	1	2	3	4
anxious, easily upset	,819
withdrawn, quiet	,775
sympathetic, warm-hearted	-,662
open to new experiences, complex		,823
open, enthusiastic		,694
ordinary, not creative		,683
critical, argumentative			,841
calm, emotionally stable			,741
reliable, disciplined				,855
disorganized, careless				,664

The analysis of distribution of personal characteristics in the control group before the formative influence allowed us to group the variables into several original factors: 1) "Detachment Factor" includes "anxious, easily upset" (0.819), "quiet, withdrawn" (0.775), "sympathetic, warm-hearted" with a negative value (-0.662); 2) "Positive Inspiration Factor" includes the variables "open to new experience" (0.823), "open, enthusiastic" (0.694), "ordinary, uncreative" (0.683); 3) "Confrontation Factor" - "critical, arguable, "calm, emotionally stable"; 4) "Contradiction Factor" - "reliable, disciplined" (0.855), "disorganized, carefree" (0.664).

The distribution of diagnostic parameters according to the TIPI method by factors in the control group after the formative intervention is presented in Table 3.

Table 3. Factor analysis of personal characteristics of students in the control group after formative intervention (TIPI)

Rotated component matrixa,b
	Component
	1	2	3	4
open, enthusiastic	,939
open to new experiences, complex	,858
ordinary, not creative	-,532
critical, argumentative		-,827
calm, emotionally stable		,752
anxious, easily upset			,892
sympathetic, warm-hearted		,540	,704
withdrawn, quiet			,630
disorganized, careless				,899
reliable, disciplined				-,770

The variables of personal characteristics of students of non-philological profile after the formative influence were distributed into the following factors: 1) "Factor of positive inspiration" - "open, full of enthusiasm" (0.939), "open to new experience" (0.858), "ordinary, not creative" with a negative value (-0.532); 2) "Factor of reflection" - "critical, inclined to argue" with a negative value (-0.827), "calm, emotionally stable" (0.752), "sympathetic, warm-hearted" (0.540); 3) "Factor of sensitivity" - "anxious, I am easily upset" (0.892), "withdrawn, quiet" (0.630), "sympathetic, warm-hearted" (0.704); 4) «Superficiality factor» – «reliable, disciplined» with a negative value (-0.770), «disorganized, carefree» (0.899).

The distribution of diagnostic parameters according to the TIPI method by factors in the experimental group before the formative intervention is presented in Table 4.

Table 4. Factor analysis of personal characteristics of students in the experimental group before the formative intervention (TIPI)

Rotated component matrixa,b
	Component
	1	2	3	4
open, enthusiastic	,899
withdrawn, quiet	-,828
open to new experiences, complex	,791
ordinary, not creative	-,747
disorganized, careless		-,947
reliable, disciplined		,846
calm, emotionally stable			,885
anxious, easily upset			-,779
sympathetic, warm-hearted				-,844
critical, argumentative				,802

As can be seen from Table 4, among students of the philological department, before the formative influence, personal characteristics were distributed differently: 1) «Factor of love of life/adventurism» – «open, full of enthusiasm» (0.899), «withdrawn, quiet» with a negative value
(-0.828), "creative", "open to new experiences" (0.791); 2) "Self-discipline factor" - "disorganized, carefree" with a negative value (-0.947), "reliable, disciplined" (0.846); 3) "Emotional control factor" - "calm and emotionally stable" (0.885), "anxious, easily upset" with a negative value (-0.779);
4) «Cynicism factor»: «sympathetic, warm-hearted» with a negative value (-0.844), «critical and argumentative» (0.802).

The distribution of diagnostic parameters according to the TIPI method by factors in the experimental group after the formative intervention is presented in Table 5.

Table 5. Factor analysis of personal characteristics of students in the experimental group after formative intervention (TIPI)

 

Rotated component matrixa,b
	Component
	1	2	3	4
withdrawn, quiet	-,860
open to new experiences, complex	,775
open, enthusiastic	,753
disorganized, careless		,891
reliable, disciplined		-,826
critical, argumentative
calm, emotionally stable			,925
anxious, easily upset			-,729
sympathetic, warm-hearted				,858
ordinary, not creative				-,592

The variables in the experimental group of students after the formative intervention were distributed as follows:
1) "Energy factor" - "withdrawn, quiet" with a negative
value (-0.860), «open to new, complex experiences» (0.775),
«"open, enthusiastic" (0.753); 2) "Factor
absent-mindedness" - "disorganized, carefree" (0.891), "reliable, disciplined" with a negative value (-0.826); 3) "Emotional control factor" - "calm and emotionally stable" (0.925), "anxious, easily upset" with a negative value (-0.729);
4) «The factor of warmth» – «sympathetic, warm-hearted» (0.858), «ordinary, not creative» with a negative value (-0.592).

Analysis of research results

Analysis of the obtained data allows us to state that students studying English show dynamics in their personal qualities.

The conducted research allows us to state that students of non-linguistic specialties, after formative influence, having mastered
Students who complete the minimum English program become less withdrawn/quiet, less empathetic/warm, and more organized. This can be explained by the fact that students majoring in non-linguistic fields are often required to communicate, participate in discussions, role-plays, presentations, and other interactive forms of work. This forces them to overcome shyness and embarrassment, and develop public speaking and interpersonal skills. The decrease in warmth after formative interventions may be due to a focus on professional tasks that prioritize logic and analysis over emotional perception (many subjects are studying in the physics and mathematics department). University education requires greater independence: students must plan their class schedules, assignment deadlines, and prepare for exams. This develops time management and self-organization skills.

Students majoring in philology show higher scores on the criterion of "reliable and disciplined" after formative intervention, which can be explained by immersion and adaptation to university studies. Their scores on the personality trait of "empathy, warmth" also decrease, although they remain at a high level, and "calmness, emotional stability" decrease.

We believe that students majoring in languages develop «business empathy» – the ability to sympathize without emotional immersion, which protects against burnout when working in the system
Person-to-person. A slight decrease in emotional stability can be attributed to the acquisition of the linguistic system of the target language and the constant need to switch between two codes. The increase in the personality trait "creativity" can be explained by linguistic flexibility: speaking multiple languages expands associative connections and stimulates the organization of creative solutions. This fact can be explained by the fact that students, mastering English at a more advanced level, begin to feel more confident, they feel "sure of their feet," and consider themselves qualified workers, since many students majoring in language begin working as tutors and teachers in their second, and sometimes first, year of study.  

Subjects demonstrate decreased expression of the traits "withdrawal" and "calmness, emotional stability." Students in the experimental group demonstrate decreased expression of the trait "calmness, emotional stability," while the trait "reliability, discipline" is slightly more pronounced. "Withdrawal" and "openness to new experiences" show minor changes.

Differences in the scores for "Russian" personality traits among students majoring in non-philology indicate a decrease in the expression of "warmth," "anxiety," and "disorganization" after the formative intervention. Assessments of the expression of "Russian" personality traits among students majoring in philology indicate a decrease in the expression of personality characteristics such as "anxiety" and "warmth," with a resurgence of "Anglo-Saxon" traits.

Factor analysis and interpretation of the obtained data suggest that the personal characteristics of control group students prior to the formative intervention, included in factor 1, form an adaptive pattern of behavior under high workload conditions. At the same time, the qualities included in factor 2 suggest that first-year students are somewhat "euphoric" about their new place of study and are open to participating in various events, competitions, and volunteer activities. Factor 3 is explained by the fact that, due to their age, many first-year students have not developed constructive dialogue skills. They perceive objections as an attack, and arguments act as a defense mechanism, compensating for insecurity and attempting to control the situation.

As students in the non-philological department adapt to the university, their fear of making mistakes decreases, they are open to experimentation, their confidence in their competencies grows, and they develop a willingness to solve problems in innovative ways. The second factor includes qualities that allow us to conclude that after the formative experience, students' need to prove themselves at any cost diminishes, and they come to understand that "the truth is somewhere in the middle." Their social status stabilizes: by mid-term, they have established social circles, the need to compete for recognition decreases, and trusting relationships are strengthened. This indicates a reappearance of typically Russian character traits. To varying degrees, after the formative experience, students experience tension from teachers and their expectations. Isolation and external distance may act as a kind of psychological defense mechanism. The increase in the qualities included in factor 4 can be explained by the fact that students do not perceive harsh sanctions for their actions (compare this to the situation where "every step is monitored" at school). They have reduced involvement in the educational process, and the enthusiasm that is typical of these students at the beginning of their studies shows a tendency to decrease.

The composition of the first factor of personal characteristics of students in the philology department before formative intervention can be explained as follows. Openness to new experiences and a desire to tackle complex tasks are explained by the specific nature of linguistic training combined with youthful optimism. Students majoring in languages are able to switch between linguistic codes and learn to see the world through the lens of another culture, which develops a certain cognitive flexibility. Furthermore, learning any foreign language requires students to be self-organized and master time management, and since English is an analytical language, students develop even greater self-organization (factor 2). («Time is money»", translation from English: "Time is money", "«The devil is in the details»"The devil is in the details.". As mentioned earlier, learning a foreign language presents a challenge for students: the results of mastering vocabulary, phonetics, and syntax are not immediately apparent, requiring consistency and patience. By the first year of university, students have become accustomed to this progressive process, and they continue to learn to tolerate mistakes, which are part of the learning process. Such long-term practice develops a tolerance for uncertainty and reduces frustration in situations where immediate success is not possible. Moreover, these qualities are consistent with the personality traits of the Anglo-Saxon culture. («Your word is your bond»"Your word is your obligation" (translated from English as "Your word is your obligation"). Factor 3 contains variables that correspond to the personal characteristics of a typical representative of the Anglo-Saxon culture. («Keep your cool»; «Don’t lose your temper»"Keep calm"«). Returning to the process of learning a foreign language: linguistic students become accustomed to focusing not only on the content of a speech utterance, but also on its structure: language learning requires attention to detail. Also, when switching language codes, a certain emotional detachment occurs: accurately conveying the meaning of a message requires logic, not emotion. Interestingly, the personality characteristics included in factor 4 correspond to those of a typical representative of Anglo-Saxon culture – as opposed to Russian "warmth."« (The heart bleeds) and "reluctance to argue"« ("A bad peace is better than a good quarrel", "He who argues is worth nothing").

Factor analysis and interpretation of the data revealed that students studying English in depth, after formative intervention, perceive themselves as less calm and prone to emotional instability. By their third year, language students feel confident communicating in English and gain access to professional texts, which fosters a sense of progress and a desire to try new things. Regular practice in the target language reduces anxiety and fosters openness to interaction. The results of a factor analysis of the personality characteristics of language students indicate that respondents have become disorganized and unreliable. This may be due to changes in personal attitudes: students experience decreased motivation to learn or, due to unmet expectations regarding the curriculum, have chosen a different type of employment. It should be noted that many students already work as teachers and tutors in their final years. This leads to students becoming selective about their commitments. We hypothesize that motivation is declining (some evidence for this was obtained when processing the data using motivational induction).

After the formative intervention, the «emotional control» factor also increased among language students: students perceive themselves as calmer and more emotionally stable.

Interestingly, a single factor combined both "empathetic" and "creative" characteristics (compare students before the formative intervention with their "warm-heartedness"; "creativity" was part of another factor before the intervention). We believe that studying subjects such as the history of English literature, reading books in the original, watching films in the target language, and analyzing literary texts fosters emotional responsiveness.

 

Conclusion

Based on the data obtained, it can be concluded that after the formative intervention, students exhibited changes in their personality trait profiles. This trend reflects the complex process of psycho-emotional adaptation to university education and professional identification.

The composition of factor 1 was altered in the experimental group, but, as expected, before and after the formative intervention, students exhibited the character traits of typical representatives of Anglo-Saxon culture: "open, enthusiastic," "open to new and challenging experiences." However, component 1 also included a trait more characteristic of typical representatives of Russian ethnicity: "withdrawn, quiet," with a negative connotation. Character traits such as "calm, emotionally stable" and "anxious, easily upset," with a negative connotation, also characteristic of representatives of Anglo-Saxon culture, showed little change before and after the formative intervention. At the beginning of their studies at the university, students majoring in philology perceived themselves as "organized and carefree," "reliable and disciplined," and "unsympathetic and unkind." After the formative intervention, they perceived themselves as "unreliable and undisciplined," but "sympathetic and warm." Interestingly, the typically Russian quality of "warmth" emerges after formative influence, around age 20-21. We believe this may be related to the development of ethnic identity, as often happens among immigrants, for example, in the United States: children of ethnic Russians are proud to be American, but as they grow older, they discover a unique Russian identity that is widely emphasized. Students—future English teachers—were immersed in the language during their university studies, and, comparing themselves (often unconsciously) to typical representatives of Anglo-Saxon culture, after two years, they began to display typically Russian qualities of "warmth" and "empathy." Among students majoring in philology, we observe a weakening of such personality traits as "anxiety" and "warmth," suggesting a strengthening of "Anglo-Saxon" characteristics among students studying English in depth.

Thus, the process of in-depth study of the English language contributes to the formation of certain personal characteristics in students that are characteristic of representatives of the Anglo-Saxon culture.

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