Abstract: With the rapid all-round development in China in the last decades, the use of foreign language has become increasingly widespread in our daily life and social communication. Many learners have got an urgent need to learn a foreign language to improve their ability to adapt to the development of society and the requirement of career. Therefore, it is important to conduct a further study on how to learn a foreign language well and what factors would affect foreign language learning. Affective factors are the crucial aspect to affect learning outcome. It is fickle and intangible factor that different learners are affected by different affective factors. This paper aims to analyze the affective factors in SLA, including motivation, personality and attitude and explore their implications for EFL teaching. Moreover, this paper proposes to help people understand that creating a great interest, knowing one’s personality and having a correct attitude are the prerequisites for stimulating learner’s motivation, adjusting student’s learning styles and improving learning outcomes. 
Key Words: EFL; second language acquisition; affective factors; motivation; personality

摘  要：近几十年来，随着中国快速全面的发展，外语的使用在我们日常生活和社会交际中日趋广泛。许多学习者迫切的需要学习外语来提升自己的能力以适应社会的发展和工作的需要。因此，进一步学习研究如何学好外语和什么因素影响外语学习变得至关重要。情感因素是影响教学成果的重要因素，它多变且无形，不同的学习者受不同的情感因素影响。本文旨在分析二语习得的情感因素，主要是动机，性格，态度三个方面并探究其对英语教学的暗示。此外，通过本文可以帮助学习者认识培养学习兴趣，了解自身性格，端正学习态度是刺激动机，调整学习方式，提高学习成果的必要条件。
关键词：英语作为第二语言；二语习得；情感因素；动机；个性

Second language acquisition (SLA) or second language learning is the process by which people learn a second language. It is generally agreed that SLA established itself as a discipline in its own right during the 1970s. It is a multidisciplinary field of study. The research of SLA can be studied from linguistic, psychological, sociological, and educational perspectives. With the development of applied linguists and psychological analysis, linguists turn to seek deeper psychological factors, that is, affective factors in English learning. Learner’s affective factors are obviously of crucial importance in accounting for individual differences in learning outcome.