[摘要]：

情感是影响英语学习和教学的重要因素，包括态度、自尊心、焦虑、性格内向与外向、以及抑制等。英语新课程标准把情感作为教学内容与目标，强调通过情感教育来实现师生在教学中的情感互动与和谐发展。本篇论文分析了影响初中学生英语学习的几种个人情感因素，结合疯狂英语的教学实例，阐述了个人情感因素在英语教学中的具体应用，并提出了具有实践意义的教学策略，实现学生的全面发展。

[关键词]：情感因素；初中生；英语学习；影响

Abstract:

Affective factors are important factors influencing the English learning and teaching, including attitude, self-esteem, anxiety, intrinsic and extrovert personalities and inhibition. And they are included into the new English curriculum standards which highlight the effective interaction and harmonious development between teachers and students in the teaching process with affective education. In the process of junior middle school English teaching, the innovation and actual effect should be emphasized and affections should be merged into teaching process to discuss the specific application of affective factors from the aspects of improvement of teachers' own emotional quality, innovation of teaching means, guiding of students' learning motivation to strengthen their self-confidence as a result of improving the effectiveness of English teaching and realizing the all round development of students.

Key Words: affective factors; junior middle school students; English learning; influence

1. Introduction
   Modern psychology research shows that positive and healthy emotion can effectively improve the intelligence activities and make students' will energetic, the mind agile, thought exuberant and deep, imagination rich and active, memory enhanced. In the end, students' psychological potential will be efficient. Conversely, negative and unhealthy emotion may restrain the intelligence activities , decrease the learning effect, may even stop for language learning because of the emotional disorders.[1](P35) In the past , however, English teaching widespread cognition, whereas cast less weight on affect and ignore the effect of affective factors of English learning and teaching. At the beginning of the new century, the new standards of English course, declared by China's Ministry of Education, emphasizes more attention on students' emotional attitude in the process of learning and do our utmost to realize the co-participation and harmonious development between teachers and students. [2] This paper will focus on the junior middle school students who generally are in a "rebel period" and whose English study present situation is so unexpected. Combining with Krashen's affective filter hypothesis and other relevant theoretical analysis, this paper will prove the initial influence of individual affective factors on junior middle school students from five aspects of attitude, self-esteem, anxiety, intrinsic and extrovert personalities and inhibition. Then studying from the teaching cases and the analysis of existing research results, this paper will put forward relevant teaching strategies according to the personality differences to help the students to eliminate emotional problems and cultivate positive affects, which will effectively improve the students' English learning enthusiasm, cultivate their autonomous learning ability, and upgrade their learning results.