Language and language varieties are methods of communicating and perceiving the many social identities of individuals. Social identities are outflows of identity with a social group (and are not quite the same as individual identity). For example, a person can be "a person", "an instructor", "a football player", "a Turk", "a European", etc. Depending on how many gatherings they relate to, they will tend to speak in various ways depending on which identity is prevalent in a certain situation, at school, in the family, in a class, on a trip to Europe, etc. on. Languages ​​are both characteristically acquired and formally taught, and natural acquisition and formal teaching create, strengthen, or weaken connections between dialects and personalities. An imperative language/identity link is that between “national language” and “national identity”. This link can be established, strengthened or weakened through formal teaching in schools, particularly in “Language as a Subject” and a “Framework/Manual for Language(s) of Education” should address this question. The reason for this article is to present (some of the) perspectives that are paramount to society and personality in L2 reception and teaching. Culture and identity have been widely recognized by instructors and scientists as one of the key elements that impact teaching rate. and the acquisition of the secondary/distant dialect (L2) by particularly adapting to foreign language courses. Culture and identity provide the essential impetus to initiate L2 learning and later, the main impetus to manage the long and regularly boring methodology intake; it is certain that the different elements included in L2 supply presuppose, to some extent, inspiration. With...... middle of article ......nt on the accentuations of L2 English, on which this study is positioned. Additionally, I study fundamental ideas of lifestyle as well as past assumptions about social character, and I conceptualize personality within the framework of social personality. I also show how the present study addresses personality. Finally, I look for past experimental studies that integrate issues of stress and character. These studies integrate the issues of reception and education of the English dialect, as well as (re)constructions of the character of the speaker. Following the evaluation of previous studies, I present the reason for this study, as well as its relevance in the field of English training. From these three steps, I give a point of view on the stress and character issues of L2 English speakers, and present my point of view on these issues as an essential specialist...