| 摘要 | 第5-6页 |
| ABSTRACT | 第6-7页 |
| Abbreviations | 第11-15页 |
| Introduction | 第15-18页 |
| Chapter 1 Literature Review | 第18-35页 |
| 1.1 Studies on Language Anxiety | 第18-23页 |
| 1.1.1 Definition and Theory of Language Anxiety | 第18-20页 |
| 1.1.2 Studies on Language Anxiety Abroad | 第20-21页 |
| 1.1.3 Studies on Language Anxiety in China | 第21-23页 |
| 1.2 Studies on Emotional Intelligence | 第23-28页 |
| 1.2.1 Definition and Theory of Emotional Intelligence | 第23-25页 |
| 1.2.2 Studies on Emotional Intelligence Abroad | 第25-27页 |
| 1.2.3 Studies on Emotional Intelligence in China | 第27-28页 |
| 1.3 Studies on Learning Strategy | 第28-35页 |
| 1.3.1 Definition and Theory of Learning Strategy | 第28-31页 |
| 1.3.2 Studies on Learning Strategy Abroad | 第31-32页 |
| 1.3.3 Studies on Learning Strategy in China | 第32-35页 |
| Chapter 2 Research Design | 第35-40页 |
| 2.1 Research Questions | 第35页 |
| 2.2 Research Method | 第35-40页 |
| 2.2.1 Research Subjects | 第36-38页 |
| 2.2.2 Research Instruments | 第38-40页 |
| Chapter 3 Results and Discussion | 第40-84页 |
| 3.1 Analysis of Internal Consistency of Questionnaires | 第40-41页 |
| 3.2 Overview of Affective factors of Foreign Students in China | 第41-45页 |
| 3.2.1 Overall Situation of Emotional Intelligence | 第41-42页 |
| 3.2.2 Overall Situation of Chinese Classroom Anxiety | 第42-44页 |
| 3.2.3 Overall Situation of Language Learning Strategy | 第44-45页 |
| 3.3 Gender Differences in Affective Factors of Foreign Students in China | 第45-52页 |
| 3.3.1 Gender Difference of Emotional Intelligence | 第45-48页 |
| 3.3.2 Gender Difference of Chinese Classroom Anxiety | 第48-50页 |
| 3.3.3 Gender Difference of Language Learning Strategy | 第50-52页 |
| 3.4 Age Differences in Affective Factors of Foreign Students in China | 第52-61页 |
| 3.4.1 Age Difference of Emotional Intelligence | 第53-56页 |
| 3.4.2 Age Difference of Chinese Classroom Anxiety | 第56-59页 |
| 3.4.3 Age Difference of Language Learning Strategy | 第59-61页 |
| 3.5 Differences between High and Low Score Groups in Affective Factors ofForeign Students in China | 第61-66页 |
| 3.5.1 Difference between High and Low Score Groups of EI | 第62-63页 |
| 3.5.2 Difference between High and Low Score Groups of CCAS | 第63-65页 |
| 3.5.3 Difference between High and Low Score Groups of SILL | 第65-66页 |
| 3.6 Correlations Analysis between Affective Factors and HSK Achievements ofForeign Students in China | 第66-74页 |
| 3.6.1 Correlation Analysis between EI and CCAS of Foreign Students | 第67-69页 |
| 3.6.2 Correlation Analysis between EI and SILL of Foreign Students | 第69-71页 |
| 3.6.3 Correlation Analysis between CAAS and SILL of Foreign Students inChina | 第71-72页 |
| 3.6.4 Correlation Analysis between Affective Factors and HSK Achievementsof Foreign Students in China | 第72-74页 |
| 3.7 Regression Analysis between Affective Factors and HSK achievements ofForeign Students in China | 第74-84页 |
| 3.7.1 Regression Analysis between EI and HSK achievement of ForeignStudents in China | 第74-75页 |
| 3.7.2 Regression Analysis between EI and SILL of Foreign Students in China | 第75-76页 |
| 3.7.3 Regression Analysis among EI, SILL and HSK Achievement | 第76-77页 |
| 3.7.4 Mediating Effect of SILL in Relationship between EI and HSKAchievements | 第77-79页 |
| 3.7.5 Regression Analysis between CCAS and HSK Achievements ofForeign Students in China | 第79-80页 |
| 3.7.6 Regression Analysis between CCAS and SILL of Foreign Students inChina | 第80-81页 |
| 3.7.7 Regression Analysis among CCAS, SILL and HSK Achievements | 第81-82页 |
| 3.7.8 Mediating Effect of SILL in the Relationship between CCAS and HSKAchievements | 第82-84页 |
| Conclusion | 第84-88页 |
| Bibliography | 第88-94页 |
| Acknowledgements | 第94-95页 |
| Appendix A (硕士在读期间主要研究成果简介) | 第95-96页 |
| Appendix B (情感因素调查问卷) | 第96-106页 |
| 中文详细摘要 | 第106-109页 |
