| Acknowledgements | 第1-5页 |
| Abstract in English | 第5-6页 |
| Abstract in Chinese | 第6-7页 |
| Part Ⅰ Introduction | 第7-12页 |
| ·Affect in the Present Thesis | 第7页 |
| ·Situations of the Study on Affect in Language Teaching | 第7-11页 |
| ·Objective of the Study | 第11页 |
| ·General Organization | 第11-12页 |
| Part Ⅱ Theoretical Bases | 第12-28页 |
| ·Educational Psychological Foundations | 第12-25页 |
| ·Humanistic Approaches | 第12-19页 |
| ·Maslow's Humanistic Views | 第12-16页 |
| ·Carl Rogers's Humanistic Views | 第16-17页 |
| ·Implications of the Humanistic Approaches | 第17-19页 |
| ·Constructivism | 第19-25页 |
| ·Piaget's Cognitive-Developmental Theory | 第19-21页 |
| ·George Kelly's Constructivist Views | 第21-22页 |
| ·Social Interactionism | 第22-25页 |
| ·Krashen's Theories of SLD | 第25-26页 |
| ·A Neurobiological Perspective | 第26-28页 |
| Part Ⅲ Affect in EFL Teaching | 第28-66页 |
| ·Affective Factors | 第28-43页 |
| ·Individual Factors | 第28-37页 |
| ·Relational Factors | 第37-43页 |
| ·The Main Functions of Affect | 第43-46页 |
| ·The Ecology in EFL Class | 第46-58页 |
| ·The Interactive Model of Affect in EFL Class | 第46-48页 |
| ·Roles of Teachers, Learners, Tasks and Contexts within the System | 第48-58页 |
| ·Teaching Principles | 第58-66页 |
| ·Language Ego | 第59-60页 |
| ·Self-confidence | 第60-61页 |
| ·Risk-taking | 第61-62页 |
| ·The Language-Culture Connections | 第62-63页 |
| ·The Intrinsic Motivation Principle | 第63-66页 |
| Part Ⅳ Experimental Study | 第66-72页 |
| ·The First Experimental Study Design | 第66-69页 |
| ·Purpose | 第66页 |
| ·Statistical Hypotheses | 第66-67页 |
| ·Method | 第67-69页 |
| ·The Second Experimental Study Design | 第69-72页 |
| ·Purposes | 第69-70页 |
| ·Statistical Hypotheses of the Cognitive Achievements | 第70页 |
| ·Research Questions to the Survey Study | 第70页 |
| ·Method | 第70-72页 |
| Part Ⅴ Results and Analysis | 第72-76页 |
| ·Results | 第72-74页 |
| ·The First Experiment | 第72-73页 |
| ·The Second Experiment | 第73-74页 |
| ·The Two Tests | 第73页 |
| ·The Two Surveys | 第73-74页 |
| ·The Major Contributions of the Two Experiments | 第74-76页 |
| Part Ⅵ Conclusion | 第76-82页 |
| ·Pedagogical Implications | 第76-79页 |
| ·Both Emotional Development and Cognitive One | 第76页 |
| ·A Dynamic System-Teachers, Learners, Tasks and Contexts | 第76-77页 |
| ·Both Autonomous Learning and Cooperative Learning to Be Encouraged | 第77页 |
| ·The Cultivation of Cross-cultural Awareness-One of the Most Important Goals of EFL Teaching | 第77页 |
| ·Humanistic Techniques | 第77-78页 |
| ·Progress Evaluation | 第78-79页 |
| ·Concluding Remarks | 第79-82页 |
| Bibliography | 第82-86页 |
| Appendixes | 第86-89页 |
| Appendix 1 Raw Scores of Senior High School Students | 第86-87页 |
| Appendix 2 Raw Scores of University Students | 第87页 |
| Appendix 3 Sampling Distribution of Differences Between Means as a z Distribution | 第87-88页 |
| Appendix 4 Questionnaire | 第88-89页 |
| Appendix 5 Critical Values of t | 第89页 |
