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1. Introduction

1.1 Background of the study
With the development of economy and the integration of the whole world，Englishhas become more and more significant in our life. At present, there is a great demand ofcollege graduates with high proficiency of English in the job market，but the Englishlevel of the present college graduates are far from enough and sometimes even cannotmeet the basic standard of the job requirement. The growing economic and interculturalactivities require college graduates with higher ability to master English. However,college students lack self-esteem and anxiety in learning English. And they also don'thave appropriate way to leam English. On the other hand, teachers pay much attention toknowledge and intelligence while they often ignore these affective factors. Thus，emotional illiteracy occurs, which leads to a fact that students don't have a strong bondwith each other and can't get all-round development.It can be found that no more than a small number of students are active in classwhen they are taking part in all the class-room activities. Most students are still inactiveand even indifferent to what is going on around them. However，as is known to all, alarge number of students fail to achieve good performances. With time going by, studentsare more and more frustrated with their study. Owning to low self-esteem and anxietyand so on，some students even give up learning. Besides, the close connection betweenemotion and cognition are neglected. In other words, much attention is paid to cognitionwhile the effect of affective factors is attached little significance to. A study has revealedthat when one is in a negative state of mind cognition stops. The affective side oflearning must be combined with the cognitive side. Only when both of them are usedtogether will the procedure of learning be based on a good foundation. Neither thecognition nor the affect can dominate language learning, and nor can they be separatedfrom each other. English teaching is a process of communication. The students' affectivestate can have a direct impact on their learning outcome. As a consequence, buildingpositive affect is very essential for English teachers. It is universally acknowledged thateducation is to guide students to where they belong, to exploit their potentials and thusmake them gain the sense of achievement instead of educating them according to certainstandards. The potentials of students should be developed and foster themcorrespondingly. In brief, self-esteem and anxiety should be concerned while learning.
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1.2 Objectives and significance of the research
The current research is on the basis of the study findings overseas and domestic,which can be found in the following chapters. The research attempts to make aninvestigation and analyses the connection between affective factors of the student andhis/ her achievements in English learning on the perspective of pedagogy and psychologyin order to work out what influences self-esteem and anxiety have on the Englishlearning achievements, and the differences between high-score group and low-scoregroup lie in self-esteem and anxiety. As the first-hand information is collected fromcontemporary students, the study provides data to help teachers and students in WuhanBioengineering Institute to have a new understanding of the new teaching idea of puttingaf本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。