| Acknowledgements | 第1-6页 |
| 英文摘要 | 第6-13页 |
| Introduction | 第13-15页 |
| Chapter One Affect and its Important Role in School Education and in Foreign Language Teaching and Learning | 第15-21页 |
| 1．1 Affect and affective variable | 第15-16页 |
| 1．2 The role affect plays in school education | 第16-17页 |
| 1．3 The important role of affect in foreign language teaching and learning | 第17-21页 |
| 1．3．1 The role of affect in foreign language instruction | 第17-18页 |
| 1．3．2 Affective Filter Hypothesis---the role of affect in the language learning process | 第18-21页 |
| Chapter Two Research History | 第21-31页 |
| 2．1 Research abroad | 第21-29页 |
| 2．1．1 Literature review on motiwttion and attitude | 第21-23页 |
| 2．1．2 Literature review on personality factors | 第23-29页 |
| 2．2 Research in China | 第29-31页 |
| Chapter Three The Effect of Motivation and Attitude on Second/Foreign Language Learning | 第31-44页 |
| 3．1 Motivation | 第31-40页 |
| 3．1．1 The concept of motivation | 第31-33页 |
| 3．1．1．1 Motivation as a general term | 第31页 |
| 3．1．1．2 Foreign language learning motivation | 第31-33页 |
| 3．1．1．2．1 Gardner's concetualization | 第31-32页 |
| 3．1．1．2．2 Communicative need for a foreign language | 第32-33页 |
| 3．1．2 Distinctions made with reference to motivation | 第33-36页 |
| 3．1．2．1 Biological motives and psychological motives | 第33-34页 |
| 3．1．2．2 Intrinsic and extrinsic motivation | 第34-35页 |
| 3．1．2．3 Instrumental motivation and integrative motivation | 第35-36页 |
| 3．1．3 Sources of motivation | 第36-38页 |
| 3．1．4 Motivation:cause or effect | 第38-40页 |
| 3．1．4．1 Influence of motivation on success | 第39页 |
| 3．1．4．2 Influence of success on motivation and subsequent performance | 第39-40页 |
| 3．2 Attitude | 第40-44页 |
| 3．2．1 Definition of attitude | 第40-41页 |
| 3．2．2 Attitude and second language learning | 第41-44页 |
| Chapter Four The Effect of Personality Factors on Second/Foreign Language Learning | 第44-68页 |
| 4．1 Introduction | 第44页 |
| 4．2 Various personality factors and second language learning | 第44-67页 |
| 4．2．1 Anxiety | 第45-52页 |
| 4．2．1．1 Classification of anxiety | 第45-47页 |
| 4．2．1．2 Measurement of anxiety | 第47-48页 |
| 4．2．1．3 Sources of language anxiety | 第48-50页 |
| 4．2．1．4 Manifestations and defenses against experiencing language anxiety | 第50-52页 |
| 4．2．2 Extroversion & Introversioon | 第52-54页 |
| 4．2．2．1 Portraits of extroverts & introverts | 第52-53页 |
| 4．2．2．2 Various views on extroversion & introversion | 第53-54页 |
| 4．2．3 Risk-taking | 第54-59页 |
| 4．2．3．1 Two general psychological theories concerning risk-taking | 第54-57页 |
| 4．2．3．2 The effect of risk-taking on second language learning | 第57-59页 |
| 4．2．3．2．1 Risk-taking and classroom participation | 第57-58页 |
| 4．2．3．2．2 Risk-taking as a learning strategy | 第58-59页 |
| 4．2．4 Self-esteem | 第59-62页 |
| 4．2．4．1 Definition and categorization | 第59-60页 |
| 4．2．4．2 Related concepts | 第60-61页 |
| 4．2．4．3 Self-esteem and second language success | 第61-62页 |
| 4．2．5 Empathy | 第62-64页 |
| 4．2．5．1 The concept of empathy | 第62-63页 |
| 4．2．5．2 Enlightenment of empathy studies on second language learning | 第63-64页 |
| 4．2．6 Inhibition | 第64-67页 |
| 4．2．6．1 The effect of inhibition on second language learning | 第64-66页 |
| 4．2．6．2 Curran's language teaching approach-a good example | 第66-67页 |
| 4．3 Summary | 第67-68页 |
| Chapter Five Enlightenment of Affective Research to College English Teaching | 第68-79页 |
| 5．1 Self-report survey of students' affective state and its relations with Language Proficiency | 第68-72页 |
| 5．1．1 Introduction | 第68页 |
| 5．1．2 The survey | 第68-72页 |
| 5．1．3 Problems in the survey | 第72页 |
| 5．2 Enlightenment to college English teaching | 第72-79页 |
| 5．2．1 The cultivation of beneficial classroom atmosphere to reduce anxiety | 第73-75页 |
| 5．2．2 The adoption of elastic methods to arouse students' interest and motivation | 第75-77页 |
| 5．2．3 The study of the individual differences of the students to teach them accordingly | 第77-79页 |
| Conclusion | 第79-81页 |
| Bibliography | 第81-85页 |
| Appendix:Self-report tests of motivation,anxiety and extroversion & introversion to college non-English majors | 第85-88页 |
