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mprove learning efficiency. On the contrary, negative affect, such as anxiety, inhibition, timidity, tension, disappointment and disgust, can prevent learners bringing their potentials into play and affect learning results. Jane Arnold (1999) divided the affective factors into two types. One is learner’s individual factor that includes anxiety, inhibition, self-esteem, motivation, etc, and the other is affective factor of learners and teachers, including classroom communication, and awareness of cross-culture, etc.

I. Affective Factors in Foreign Languages Learning
A. Anxiety
Anxiety is thought to be the most important negative affective factor affecting foreign languages learning. It is also quite possible for the emotional factor to most pervasively obstruct the learning process. It is associated with negative feelings, such as uneasiness, frustration, self-doubt, appreciation and tension. In fact, anxiety is a kind of subjective feelings, especially when the learners are studying a foreign language, due to reaching expected goals, and then their self-esteem and confidence suffer a setback, or make the sense of failure and tension compunction increase, and naturally uneasiness and anxiety of complicated emotion condition come into being. Anxiety may be a kind of temporary psychological state, and also a kind of psychological character that can last for a long time. However, anxiety can cause serious negative influence upon foreign languages learning (李银仓，2005) but the non-relation of anxiety and learning achievement was proved again and again (Gardner & Lambert, 1972; Horwitz, 1986). Anxiety affects not only foreign languages learner’s confidence (Macintyre & Gardner, 1991; Gardner & Macintyre, 1993), but also their self-esteem (Horwitz, Horwitz & cope, 1986; Price, 1991). It is not always clear how foreign languages anxiety comes into being. Research evidence shows that anxiety comes from a considerable number of potential sources. The learner’s anxiety can be caused by external factors, such as the lack of the specific environment where they can learn the foreign languages, the criticism that comes from teachers and parent’s requirement over severity, in classmates sneer.
As foreign language learning is a highly demanding task, it is very likely to raise anxiety in the learners. Anxiety can be considered as a negative factor in languages learning. Several teaching methodologies in modern approaches indicate that anxiety should be kept as low as possible. At the same time, individual factors can cause
anxiety, such as learner’s introverted character, want for confidence, fear to make mistakes before their teachers and classmates, and worrying about failure in examination. Their own language competence affects their communication and application in foreign languages or makes over-demands on themselves. No matter what reasons cause anxiety, it will produce certain negative influence on the learners, make them produce tension or timidity, and lead to distracting learner’s attention. Furthermore, anxiety can reduce available thought and language dealing energy; crack down their self-esteem and confidence, and consequently lose learning interest and motivation, and affect learning results. Obviously, to effectively clear or reduce the sense of anxiety, stimulate and enhance learning motivation constitutes a kind of important means for the foreign language learners to gain good result