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摘要：This thesis aims to investigate the current status of affective factors of non-Englishmajors，in the case of self-esteem and anxiety, and study the effect of the learner,saffective factors on his/her English learning achievements, which is one of the studies ofindividual differences in the area of foreign language learning.

fective factors in language learning into various teaching methods. What's more, theteachers of the English language may learn how to improve their teaching by inspectingthe advantages and disadvantages of the learner's affective factors. At length, students’opinions will be informed to the educators, and their advice will be taken into account forthe further research. The students may consciously make best of the advantages toimprove their English language learning and reduce the negative impact of thedisadvantages of some affective factors.
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2. Literature review

2.1 Humanistic theory and its implication on language learning
Humanistic theory representatives like Rogers, C. (1980) and Maslow, A.H. (1970:35-51) stressed the humanistic education concerned for a person's personalitydevelopment. They are concluded into the three basic aspects.Firstly, students should be given a comprehensive education. It needs thecombination of the cognitive and affective learning. In other words, the teachers ought toattach much attention not only to develop the students’ emotional intelligence but alsotheir language levels. From the view of humanistic language teaching, teachers shouldapply affective language teaching in the classroom instead of replacing teaching theforeign language with other activities.Secondly, student should be viewed as a whole person. Humanistic languageteaching stresses the importance of the whole the person that is as the center ofpersonality study and absolute tend of human beings to achieve goals. Teachers,especially the language teacher, should not only focus on the students’ cognitive learningbut also care about their inner psychology such as treating them as whole persons withintelligence and affect. A whole person should be intelligent and have a good personality.They guide the students to leam a language as well as develop their emotionalintelligence.
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2.2 Krashens affective filter hypothesis and its implication on language learning
Krashen，s Input Hypothesis was in early 1980s. Krashen and Chomsky hold theviewpoint that an innate biological endowment makes language acquisition and learningpossible. According to Krashen, comprehension is a necessary condition, but it is notsufficient. Something that is more than comprehensible input is needed (Krashen, 1985).Dulay, H. (1982) advised the “Affective Filter Hypothesis” to explain how affectivevariables affect the foreign language learning procedure. Later, Krashen (1981, 1982)in-depth developed this theory. From the point of view of Krashen, the reason why somelearners can't learn a second language can be explained in the following two ways. Onthe one hand, they haven't got comprehensible input in enough quantities (inputhypothesis). On the other hand, they don't have inappropriate affect is to blame. Affect isintended to include things such as motivation, anxiety, self-esteem, altitude, etc. Krashenthus proposed an Affective Filter. According to this hypothesis, if the filter is up,language input is stopped from passing through; if input is prevented from passingthrough, there is no acquisition. However, if the filter is down，and if the input iscomprehensible, the input will reach the acquisition device and acquisition will occur.
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3. Research Design........... 15
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