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The research involved 138 Ukrainian and 122 Vietnamese teenagers. The distribution of boys and girls was fairly uniform: there were 78 boys and 80 girls among, 63 boys and 59 girls among Vietnamese. The age of the respondents ranged from 11 to 15 years, the average age of the Ukrainian sample was 13.8, and the Vietnamese sample was 12.10. All children attended English language courses in small groups, were studied willingly and voluntarily. We used N. Hall`s EQ questionnaire to measure intra personal intelligence, interpersonal intelligence, understanding emotions, managing emotions and general level of emotional intelligence, which consists in all the mentioned elements. In addition, we examined the level of subjective control (J. Rotter's Locus of Control Scale test), lifestyle (The Life Style Index by R. Plutchik, H. Kellerman, and H. Conte (LSI)), professional inclinations (J. Holland`s test), self-esteem in interpersonal relationships (Pip Wilson`s Blob Tree test). Revealed that emotional intelligence in teenagers affects their position in the team, professional inclinations, to some extent the locus of control and defense mechanisms. There is a difference between Ukrainian and Vietnamese teenagers on interpersonal emotional intelligence and emotion recognition. Therefore, methods of teaching foreign language in Vietnam should include elements of acting, pay more attention to the definition of emotions. The ability to apply educational technologies aimed not only at learning, but also at the development of emotional intelligence, depending on the ethnic and cultural characteristics of children, should be included in the training program for foreign language teachers.

DEVELOPMENT FEATURES OF EMOTIONAL INTELLEGENCE IN THE CONDITIONS OF INFORMAL EDUCATION (CROSS CULTURAL ASPECT)