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siderable influence on the direction of learner’s self-esteem by communicating effectively with him and to enhance his self-confidence. On the other hand, the students’ self-esteem can be developed from their successful performances of classroom tasks. Teachers should attempt to establish the most positive learning environment and structure learning objectives in accordance with the student’s competence.
E. Self-confidence
Confidence, also called as self-confidence, is a kind of optimistic emotion that language learners firmly believe they can overcome troubles to gain success. It is also a kind of active and upward emotional inclination that their real values can be respected by other people, collective, and society. Confidence is an important quality formed in the process of people’s growth and success, and was built on the basis of their right cognition. Setting confidence is to evaluate correctly himself, look for his merits, and affirm his capability. People often say that it is important for people to know themselves wisely. This “wisdom” embodies in not only seeing their merits, but also in analyzing their shortcoming. In fact, everyone owns great potentials, and everyone possesses his advantages and strong points. If we can objectively evaluate ourselves and on the basis of knowing our disadvantages and weak points to encourage ourselves, our strong sense of self-esteem and confidence can be stimulated.
Confidence is to be a kind of active affective factor. As for foreign language learners, if you want to succeed, you should possess the major quality - confidence. As for foreign language learners, confidence often plays a decisive role in foreign language learning. Confidence is just like catalyst of foreign language learner’s competence and can make all potentials be transferred, and let their potentials bring into play. However, foreign language learners who are lacking in confidence often hold suspicion on their competence. They often embody negative weakness, or lack stability and initiative. They should change their attitudes on the foreign langguages learning, build enough confidence. Therefore, the foreign language learners are caught in a benign cycle, and it is quite important for teachers to establish and enhance confidence.

II. Relationship between Affective Factors and Foreign Language Learning Achievements
Affective factors related to foreign languages learning are a kind of function that human being owns and a kind of action that can reflect human being’s inner world. Psychology research shows that the learner’s affect can directly affect their learning behaviors and learning results. All of these accord with people’s needs or can satisfy people’s needs, which can stimulate people’s positive affect, including interest, motivation, self-esteem, self-confidence, happiness or surprise. Positive affect plays an active role in foreign languages learning and gaining more learning opportunities. Strong learning motivation and learning interest as well as brave practice spirit can be conducive to enhance the learning result whereas a firm will and strong confidence can be conducive to overtake the problems that learners are confronted with in the foreign languages learning. On the contrary, these affects will not accord with people’s needs, and as a result, can cause negative affect, including anxiety, inhibition, scare, indignation, timidity, depressant and so on. During the foreign languages learning,