Abstract: With China’s reform and opening policy, many people realize that English plays a very important role in their career and life. College students pay great attention to oral English as it is an important face-to-face communicative means in their future work. However, many empirical research findings show that a large number of college students choose to keep silent instead of taking the floor actively in English classroom because of anxiety, fear, and so on, they can not successfully communicate with others in English. In this paper, based on the humanistic education theory and affective filter hypothesis, the author analyzes how affective factors influence college oral English learning, and explores how to make the affective factors into full play in college oral English teaching. From the author’s analysis, we can see clearly that: first, teachers should make full use of both instrumental and integrative motivations in oral English teaching, so that students can keep their interests in oral English in a long term; second, through the application of cooperative learning and a proper way of error correction, teachers can adjust the level of students’ anxiety and help them to learn oral English in a good condition; third, teachers should give students positive evaluation and guide them to give up bad habits to help students build their self-confidence. All in all, teachers should take full advantage of affective factors to improve their oral English teaching, so students can get more benefits and alleviate negative effects of the affective factors in their oral English learning to improve their oral English.
Key words：affective factors; humanistic education theory; affective filter hypothesis; oral English teaching

摘 要：随着中国改革开放政策的实施，越来越多的人意识到了英语在人们工作和生活中的重要性。英语口语作为大学生们今后工作中一种很重要的交流方式，受到大学生的普遍重视。但是，很多研究发现很多大学生由于焦虑、缺乏自信等在课堂上选择沉默而不是积极发言，他们并不能运用英语进行交流。所以，目前很有必要提高大学生的英语口语水平。本文基于人本主义教学理论和情感过滤假说，分析了情感因素对大学生英语口语学习的影响，并探索了情感因素在大学英语口语教学中的应用。通过分析，我们不难发现：第一，老师们要充分发挥工具性动机和综合性动机共同的作用，以有效地保持学生对英语口语学习的长久兴趣；第二，通过运用合作学习法和正确的纠错法，老师们可以调整学生的焦虑程度以保持学生良好的口语学习状态；最后，老师们应该给予学生激励性评价并且引导他们改掉一些坏习惯来帮助他们增强自信心。总之，教师应该充分利用情感因素在口语教学中的作用，减少情感因素在英语口语学习中的负面影响，使学生从中获益，从而更好地提高他们的英语口语。
关键词：情感因素；人本主义教育理论；情感过滤假说；英语口语教学

With China’s reform and opening policy, English, especially oral English, plays an important role in people’s daily life and career. College students also pay great attention to improving their oral English, which is beneficial to their job hunting. However, many empirical research findings show that a large number of college students choose to keep silent in English classroom because of anxiety, fear, and so on.