THE MANIFESTATION OF PERSONAL CHARACTERISTICS IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE

Dumnova N.I.

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

Introduction

The relevance of personality research in the process of foreign language acquisition is determined by the fact that at the current stage of socio-linguistic practice and the cultural-historical development of society as a whole, it is becoming necessary to take into account the universal and specific features of behavior and communication of various peoples in solving a wide variety of problems. It is impossible to ignore the growing migration flows in the world space and, as a consequence, the increase in the number of bilinguals (polylinguals), the strengthening of intercultural ties, which places the individual in new conditions of a multicultural world. The assimilation of a new system of signs, familiarity with the culture of native speakers of the studied language affects linguistic abilities [6; 17; 23], self-awareness [13], creativity [5], creative thinking [27], personal characteristics [3; 31].

Modern scientific research confirms that proficiency in two languages significantly impacts the development of cognitive abilities and social skills, and facilitates more effective problem-solving. It should be noted that although significant evidence has accumulated regarding the positive impact of bilingualism on cognitive development, research into the social and emotional development of bilinguals is less well-represented in the scientific literature. Notably, bilinguals exhibit the following characteristic: they are able to switch between different cultural contexts depending on the language they use. When communicating in one language or another, they "activate" the corresponding "subpersonality," which influences their emotional reactions, perception of events, and overall behavior. This switching of linguistic codes is reflected in their practical activities and interactions with the outside world [8].

The study of personality involved in foreign language learning can be approached from several angles. The literature contains studies aimed at identifying the qualities, personality traits, and factors that facilitate or, conversely, hinder effective foreign language acquisition.

Presentation of the main material

An analysis of a number of international studies examining the relationship between personality traits and the effectiveness of foreign language acquisition reveals a link between neuroticism and general language ability [32]. Anxiety affects exam results. Traits such as conscientiousness, agreeableness, extroversion, and openness to experience are positively correlated with success in foreign language acquisition [35; 26]. This pattern can be explained by the fact that extroverted students, by suppressing their own complexes, achieve success in a foreign language [29].

It has been established that students who prefer feeling to thinking more often analyze linguistic information and see more details, but not the whole picture. Indicator students learn more easily in the presence of clear grammar rules and guidelines. Students who more often choose the "feeling" strategy prefer to avoid grammatical analysis, visualize the picture globally, and choose holistic strategies when learning a foreign language. Intuitive students naturally resort to abstract principles, guesswork, and anticipation [33].

Conscientiousness has been shown to be positively correlated with achievement, and students with high levels of psychoticism are less successful in completing the educational program than students with low levels.
level [25; 21; 18]. Intuition has a positive relationship with the assimilation of the curriculum [18; 24].

The results of the studies reveal a positive relationship between students' personality traits and attitudes toward foreign language learning. Neuroticism correlates negatively with the affective-evaluative component, which is explained by a decrease in emotional stability and, consequently, an increase in language anxiety, leading to a negative attitude toward foreign language learning and, ultimately, negative results in its acquisition [30].

Currently, the theory and methodology of teaching languages are facing new challenges: the problem of motivating students to learn foreign languages, communication barriers, self-confidence, positive emotional and aesthetic variables [17; 22; 34]: emotions occupy a key position among the motivators of learning languages [28].

Anxiety, as most studies show, negatively impacts language acquisition. Due to anxiety caused by testing of knowledge and skills, students experience emotional distress before, during, and after a test or exam, which typically results in a lower grade. Previous negative experiences with tests can create severe emotional distress, leading to insufficient or no preparation for class due to poor time management, poor organization, excessive homework, the complexity of the material, etc. Fear of receiving a negative grade, fear of judgment, and the constant expectation of negative opinions from teachers and other students also negatively impact foreign language learning and contribute to the development of psychological barriers.

Researchers distinguish the following types of psychological barriers in learning a foreign language by adults: subjective, microsocial, macrosocial, and barriers caused by the psychological characteristics of the process of mastering foreign languages: communicative barriers, emotional, communication techniques, cognitive and communication barriers, barriers of fossilization and interference, assimilation and application of knowledge of a foreign language, which are expressed in constraint in front of the teacher for mistakes and blunders, embarrassment to speak with mistakes in front of a group, fear of causing laughter or disapproval, constraint when conducting a dialogue with an interlocutor who is fluent in a foreign language, inability to apply knowledge in real communication [16, p. 8]. Work is also underway to study psychological barriers in listening while learning a foreign language [1], motivation in learning a foreign language [2; 15].

Russian psychologists [2] conducted a study of adolescent motivation for learning foreign languages and found that teenagers have extremely low interest in learning languages, with the difficulties they encounter further reducing this interest. Nevertheless, more than half of teenagers associate learning a foreign language with career and life success.

Of particular interest are the results of a comparative study of first-, second-, and final-year students at the K. Minin Nizhny Novgorod State Pedagogical University. Analysis of the study results suggests that student motivation undergoes the following changes: first-year students demonstrate intrinsic motivation, which can be explained by their excitement at entering university. By the second year, intrinsic motivation declines, which can be explained by the complexity of the subject and the need to study highly specialized subjects. Subsequently, intrinsic motivation increases, as career prospects and thoughts about professional activity come to the forefront, which naturally leads to an increase in intrinsic motivation for learning a foreign language [15].

Research into professional bilingualism in Russia confirms the hypothesis that foreign language learning influences the development of personality traits: students immersed in a particular educational environment acquire certain patterns of social behavior. The development of late professional bilingualism leads to the emergence of the phenomenon of biculturalism, manifested in typical personality traits [3]. As A.A. Leontiev noted, "speech (language) is simultaneously that by which the experience of human socio-historical practice is generalized and transmitted to individuals. It is the condition for the appropriation of this experience by individuals and, at the same time, the form of its existence in consciousness [7, p. 378].

Observations show that in the process of "acquiring artificial bilingualism," that is, during the course of their professional teaching activities, foreign language teachers acquire certain national characteristics of the peoples for whom the languages taught are native [4]. This phenomenon can be explained by the process of forming a professional image of the world as a system of subject-object relationships in the process of an individual's interaction with the world of professional cultural subjects, with the primary mechanism shaping this professional image of the world being subcode switching [9].

Close to these views is the theory of the phenomenon of switching language systems (frames). The term itself goes back to the phenomenon of "switching cultural systems." It has been suggested that bilinguals, responding to cues from the social environment, "switch" their existing cultural interpretative systems and change their values and attributions [31]. A study by N. Ramirez-Esparza et al. explains the concept of this phenomenon, which consists of the tendency of bilinguals to change their interpretation of the image of the world depending on the cultures they have learned, in response to a stimulus in their environment (such a stimulus could be, for example, language). The phenomenon of "switching language systems" consists of a mental phenomenon of presumably supraconscious processes that find their expression in "sudden" thinking or speaking in a foreign language, which arises as an unexpected "insight." Gestalt psychology drew attention to such states and proposed using the term «insight» to describe such spontaneous, short-term mental phenomena (processes).

As with any activity, interest and activity lead to more effective foreign language learning and, consequently, to personal change (subjectively meaningful foreign language learning is a creative aspect of overall social development), while anxiety, fear, and stress hinder this transformation. People who are not afraid of making mistakes and who have a less pronounced language barrier are more likely to experience personal transformation.

We believe that the language barrier is directly related to the switching of language systems. Moreover, it may serve as a defense mechanism for the psyche against the introduction of a new cultural system and the development of new character traits. In the case of this kind of psychological block, the new language/speech being learned does not integrate with the personality. Similarly, low-intensity learning and formalization of foreign language acquisition do not engage the personality, do not open the individual to learning a foreign language, and hinder its impact on personality transformation, whereas interest can be considered a favorable factor in personality development.

It is extremely important to study not only positive mental states, but also negative ones: they not only inhibit development
Linguistic competencies, but they also hinder the process of transforming one's worldview. Apparently, one can encounter situations where a person progresses in mastering a foreign language, but this process only weakly changes their inherent character traits. They seem to be formally studying the language: memorizing the rules and vocabulary, but this knowledge remains abstract, distanced from their personal functions; their worldview remains unchanged, since language is not a means of communication or expression of emotions and meanings. The linguistic system exists like a multiplication table, which a person consults in relatively rare cases—when they need to read, express, translate, etc. In such a situation, language does not penetrate the deepest processes of the psyche and has no influence on the personality. However, it is precisely in these cases that a person may approach the level of foreign language use where they are close to the possibility of moving from formal "knowledge" of the language to the active use of a "foreign code" to express personally important meanings and experiences. Under certain conditions, accumulated linguistic resources destroy the «communication barrier,» and then favorable conditions arise for switching the language system to another language.

At the same time, the exact opposite phenomenon can also be observed. For example, a person may have only recently begun to master a foreign language, barely grasping the norms of interpersonal communication, behavior, and etiquette, but their personality is already beginning to transform, and this happens quite rapidly. This phenomenon can be observed in people who are interested in the culture of the target language, as well as those who are highly motivated to learn a foreign language, which may be reinforced by an imminent move to a new country or a new job, where there is an urgent need to quickly "adapt" to a new foreign-language environment and "not differ too much" from native speakers.

Personality changes only through interaction with others while communicating in a foreign language (not necessarily native speakers). When learning extinct languages, a secondary linguistic personality will not develop naturally, even if language proficiency is profound. This means that to transform one's personality, simply picking up a self-study guide and mastering a language (Latin) is not enough. Communication in the language with teachers, students, and native speakers is crucial.

When studying the processes and mechanisms of character trait change, we are dealing with systemic changes in the psyche, altered connections between various mental phenomena—manifested in external and internal changes (according to L.S. Vygotsky). This is a philosophical question about the connection between the external and the internal: the social changes the mental; behavior and roles alter attitudes toward the world and oneself. Being determines consciousness, speech influences development, cognition, and relationships... From the perspective of dialectical materialism, matter underlies any movement. Movement is considered an attribute of matter. Thus, the material process of mastering and using a foreign language leads to changes in the internal structures of the psyche. Personality metamorphoses are associated with structural changes in rather deep personality structures (arrogance, individualism versus collectivism).

The psychology of personality and the psychology of essence (according to A.B. Orlov) can be conceptualized as a dialectical unity (mutual connection) between the external—personality, persona, in the form of a social role—and the internal—essential human characteristics, such as those expressed in social relationships, such as views, ideals, and values. In examining the connection between secondary linguistic personality and personality, it is important to note that a person undergoes not only external changes but, as we believe, internal, essential ones as well. This is where linguistic approaches to studying bi- and multilingualism differ from psychological approaches: psychologists are more interested in internal transformations, both cognitive and personal, rather than the external manifestations of secondary linguistic personality. In studying secondary linguistic personality, linguists "flounder" the phenomenon, writing about speech symptoms, sometimes without even touching on the communicative aspect. It's important that external factors—speech in a particular language and even thoughts expressed through the means of a particular language—influence internal structures of the psyche that are not directly connected to language and speech. These connections apparently have a complex, indirect nature; a certain chain of interconnected processes occurs, but the beginning and end of the chain are not linked by consciously perceptible connections.

Conclusion

Language and personality are not connected by chance or chaos: by learning languages, a person changes not only linguistically, but also transforms their attitudes and relationships with other peoples and themselves. Their methods and possibilities for expressing meanings change, and their attitudes toward other peoples, not just those whose language they are studying, may change. Their worldview changes (A.A. Leontiev), they perceive the surrounding reality differently, and simultaneously change their attitude toward themselves.

This raises a number of questions. How does this phenomenon manifest itself in multilinguals? How frequently does the phenomenon of "language system switching" occur as one progresses in learning a foreign language? Can the phenomenon of "language system switching" be considered an external criterion, an indicator of the effectiveness of changes in personality traits?

Values, meanings, and self-esteem influence motives, desires, and, in general, life events. By deciding to learn a particular language, the individual begins to transform. We believe that the decision itself initiates a chain of qualitative personal changes. As research shows, those studying European languages become more "Europeanized." A culture closely associated with the language of its native speaker leaves a national imprint on the "foreigner" studying that language: a person's way of thinking [19] and worldview change. When studying foreign languages, a person not only acquires skills, abilities, knowledge, communicative competence, etc., but also undergoes a qualitative change in their psyche: they acquire new, previously uncharacteristic qualities, including those characteristic of a typical, "stereotypical" representative of a particular nation; naturally, a person becomes more "cosmopolitan.".

The goal of new research is to experimentally document that a person who deeply studies a foreign language experiences not only cognitive changes but also a qualitative personal transformation, acquiring new characteristics and traits. A promising approach is to explore the chains of connections: how speech behavior in a foreign language leads to changes in internal structures—motivation, values, and interests; how inherent personality traits develop in what situations; how quickly the national worldview changes; and how it differs from the initial worldview (the national worldview in one's native language). Recognizing the possibility that people may have initially possessed certain traits even before they began learning a foreign language in depth, it makes sense to conduct formative experiments.

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References

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2. Arhipova, MV. (2015). Features of a foreign language as an academic subject at the modern stage of education. Kazan pedagogical journal, 4-1, 142-145.
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13. Nikitina, SE. (1987). Linguistic consciousness and self-consciousness of the individual in folk culture. In Language and Personality (pp. 34-41). Moscow: Nauka.
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15. Smolovik, OV, & Shutova, NV. (2016). Comparative analysis of motives for learning a foreign language among modern students. Kazan Pedagogical Journal, 4(117), 168-171.
16. Chaplina, EI. (2006). Developing strategies for overcoming students' psychological barriers in learning a foreign language. In Humanities in a Changing Russia: Current State and Development Prospects (pp. 436-442).
17. Bamford, K.W., & Mizokawa, D.T. (1991). Cognitive and attitudinal outcomes of an additive bilingual program. 51 p.
18. Blickle, G. (1996). Personality traits, learning strategies, and performance. European Journal of Personality, 10(5), 337-352.
19. Boroditsky, L. (2001). Does language shape thought?: Mandarin and English speakers' conceptions of time. Cognitive psychology, 43(1), 1-22.
20. Brown, HD. (2000). Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice-Hall, Inc. 352 p.
21. Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual differences, 29(6), 1057-1068.
22. Erton, I. (2010). Relations between personality traits, language learning styles and success in foreign language achievement. Journal of
    Education, 38, 115-126.
23. Foster, K. M., & Reeves, C. K. (1989). Foreign Language in the Elementary School (FLES) improves cognitive skills. FLES News, 2(3), 4.
24. Geisler-Brenstein, E., Schmeck, R. R., & Hetherington, J. (1996). An individual difference perspective on student diversity. Higher
    education, 31(1), 73-96.
25. Goh, M., & Moore, C. (1987). Personality and academic achievement in three educational levels. Psychological Reports, 43, 71-79.
26. Kayany, J.M. (1998). Instructional uses and effects of World Wide Web course pages: A Review of instructor experiences. American Communications Journal, 1(3).
27. Kharkhurin, AV. (2012). Multilingualism and creativity. Bristol: Multilingual Matters. 220 p.
28. Marín, G., & Marín, BV. (1991). Research with Hispanic populations. Newbury Park, CA: Sage. 134 p.
29. Oxford, RL. (1995). What every teacher should know. New York: Newbury House. 180 p.
30. Pourfeiz, J. (2015). Exploring the relationship between global personality traits and attitudes toward foreign language learning. Procedia-Social and Behavioral Sciences, 186, 467-473.
31. Ramírez-Esparza, N., Gosling, S.D., Benet-Martínez, V., Potter, J., & Pennebaker, J.W. (2006). Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality, 40, 99-120.
32. Robinson, D., Gabriel, N., & Katchan, O. (1994). Personality and second language learning. Personality and Individual differences, 16(1), 143-157.
33. Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 17-24.
34. van Niejenhuis, C., Otten, S., & Flache, A. (2018). Sojourners' second language learning and integration: The moderating effect of multicultural personality traits. International Journal of Intercultural Relations, 63, 68-79.
35. Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.

Date of receipt of the article by the editors: 09/04/2025.

Date of acceptance of the article for publication: 09.26.2025.