2 Affective Factors and Its Pedagogy
This chapter involves four sections. It reviews the development of the previous research results of affective factors in the first two sections. Then, the paper takes many Chinese and foreign distinguished scholars’ study as its theoretical basis, and summarizes the classification of affective factors in detail. And in section four, the influence of affective factors on reading is specifically annualized from multiple perspectives, such as motivation, self-esteem, anxiety, etc.

2.1 The Study on Affective Factors Abroad
In the development of language, a large number of linguisticians have conducted a significant number of studies in affective factors of second language acquisition. This section pides into two parts: the research on ‘affective factors’ is mainly discussed in part one. The development history of affective factors and foreign distinguished scholars’ studying achievement are introduced in detail. Famous ‘Krashen’s Affective Filter Hypothesis’ is reviewed in part two, which gives a brief introduction to the importance of motivation, self-esteem, and anxiety in SLA.
 
2.1.1 The Research on “Affective Factors”
There has been a long time that people begin to pay attention to learners’ affective factors in language learning. In the 1960s, some western humanistic psychologists, represented by Erikson, Maslow, and Rogers, prospected people-oriented education model. In the 1980s, linguisticians like Arnold, Brown, Ellis, and Krashen started to focus their attention on the issue of “the influence of affective factors on second language acquisition”. Rod Ellis is one of those important researchers. In one of his immortal work, Understanding Second Language Acquisition, he (1985) proposed that second language acquisition had an inseparable relationship with interlanguage variables and inpidual learner differences. Meanwhile he emphasized that learners’ inpidual differences would have a direct impact on the success of SLA.

In the 1990s, the research in the fields of SLA has been expended and persified. Researchers began to devote more effort to the field of affective factors and had accomplished great achievements. In 1994, Ellis’s second work The study of Second Language Acquisition came out. In his new work, he further elaborated the function of learners’ inpidual differences. During the discussion about affective factors, there will be difficulties for people to study the function of effective states systematically in second language learning, because of its changeability and inpiduality. He tried to illustrate the significance of affective factors in SLA from the aspects of anxiety, motivation and enterprising spirit of learners.

Along with the researches on affect factors in second language learning, linguisticians found that people’s brain was filled with different kinds of emotions. Those emotions have a subtle effect on learners, i.e. the tendency of study. Arnold and Brown (2000) made a fairly specific explanation about inpidual factors: “Although learning a language and using it are basically interactive activities that depend on varying types of relationship with others and with the culture as a whole, the second language acquisition process is strongly influenced by inpidual personality traits residing with the learner. Accordingly, the learner-intrinsic factors will have a basically positive or negative influence.”(Arnold, 2000:8) It shifted people’s attention from “how to teach” to “how to learn”.

2.1.2 Krashen’s Affective Filter Hypothesis
The affective filter hypothesis was first be proposed by Dulay and Burt in 1977. They explained how affective factors would affect learners in the course of learning. They defined affective filter as: “Affective Filter is an inner process system which subconsciously weaken the learners’ ability in language absorption by affective factors.”(Krashen, 1981:94) 二语习得中的情感因素在英语阅读中的作用(3):http://www.751com.cn/yingyu/lunwen_9638.html