Chapter One Introduction
1.1 General Description of the Research
Affective factors are the extremely important factors influencing the students'achievements in learning English, and the relevance of affective factors to English learningis that positive affective factors have great effects on the level of proficiency achieved bydifferent sttiaents, for they can drive students to initiate and maintain the learning process.The more positive affective factors students have，the more time and effort they will spendin learning English, and as a result，the greater the possibility that they will be successful.Affective factors also go in the opposite direction: more successful learning may result inmore positive affective factors.At present，it is not uncommon for the English teachers in'senior high schools to befaced with some problems in our teaching process, and the most perplexing one is whystudents in the same class，英语论文题目，with suitable age and intelligence, vary greatly in their level ofEnglish attainment: some eventually becoming competent language learners, othersremaining poor in English. When tracking down the actual causes of the problem, manyeducators and teachers traditionally have paid too much attention to the learner externalfactors, such as the quality of the teachers and teaching materials, the effectiveness of theteaching methods, the condition of the school，and the learner factors, such as the learner'sage, attitude, motivation, personality, etc” but somewhat neglecting the teacher's role inhelping students develop positive attitudes and enhance motivation for English learning.
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1.2 Significance of the Research
There are numerous studies previously conducted on the influences of learners'affective factors on the foreign language learning, but the influences on students' Englishlearning in senior high school are not adequately discussed. This empirical study，英语论文题目，based onthe findings from students' journal writings, the results of questionnaires and the teacher'sclassroom observations, attempts to contribute a little in discussing about the specificaffective problems existing with students in senior high schools and some possiblesolutions to the problems. Since the data collected with three different ways, from both theteacher and the students, they are somewhat more reliable than from one source. As theways are carried out with some success in teaching practice, the results of the research canshed some light for the further researches in English teaching at senior high school level.The research benefits English teachers a lot in increasing their awareness of thestudents’ affective factors in teaching process. For some students, especially the backwardstudents, only when teachers attach great importance to students' affective factors，demonstrate a sincere concern for their individual needs and express care and interest inthem, they will be greatly encouraged and do their best to leam English, and this in turnwill considerably improve their learning proficiency.
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Chapter Two The Role of Affective Factors in English Learning
2.1 Major Concepts
Numerous studies show that affective factors are crucial in English learning process.It seems clear that students will benefit from positive attitudes, high motivation andextrovert personality. The chapter also focuses on these three frequently mentionedaffecti
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