Language and varieties of language are methods for communicating and perceiving the many social identities possessed by individuals. Social identities are flows of identity with a social group (and are not exactly the same as individual identity). For example, a person can be "a person", "an instructor", "a football player", "a Turk", "a European" and so on. Depending on the number of encounters they refer to, they will tend to speak in different ways depending on which identity prevails in a given situation, at school, in the family, in class, when traveling to Europe, and so on. ON. Languages ​​are both characteristically acquired and formally taught, and both natural acquisition and formal teaching create, strengthen, or debilitate connections between dialects and personalities. An imperative language/identity connection is that between “national language” and “national identity”. This connection can be created, strengthened or weakened by formal teaching in schools, particularly in 'Language as a subject' and a 'Framework/Handbook for Languages ​​of Education' should address this issue. The motive of this article is to present (some of) the perspectives that are fundamental to society and personality in L2 learning and teaching. Culture and identity have been widely recognized by both instructors and scientists as one of the key components that impact the rate and acquisition of second/remote dialect (L2) adapting especially to foreign language lessons. Culture and identity give the essential impetus to initiate L2 learning and subsequently the main push to manage the time-consuming and regularly tedious learning methodology; certainly, the various elements included in L2 procurement presuppose inspiration to some extent. With...... half of the paper ......nt on the accents of L2 English, on which this study is positioned. Furthermore, I investigate the basic ideas of lifestyle and also past assumptions about social character, and conceptualize personality within the framework of social personality. I will also show how the present study approaches personality. Finally, I look for past experimental studies that incorporate questions of both stress and temperament. These studies incorporate issues related to the acquisition and education of English dialect and (re)constructions of speaker character. Following the evaluation of previous studies, I present the reason for this study, and also its importance in the field of English education. Starting from these three steps, I will provide a perspective on stress and character issues affecting L2 English speakers and present my perspective on these issues as an essential specialist.