2.3 The Classification of Affective Factors
It is an indisputable fact that affective factors largely effected learners in second language learning. It is as influential as cognitive factors, to say the least. Thus it can be seen that the implication of the studies of affective factors. Affective factors mainly contain motivation, anxiety, personality, attitude, and self-esteem. This chapter consists of five parts which introduces the related studying achievement about those affective factors.

2.3.1 Motivation
There is no doubt that motivation plays crucial rules in second language learning. A lot of experts and scholars had done large researches on motivation (Gardner and Lambert, 1972; Tremblay and Gardner, 1995; Arnold and Brown, 2000).

Early motivation research mainly comes from Gardner and Lambert. They are the biggest contributors to the early studies of motivation. In their early work, Gardner and Lambert (1972) pided motivation into two catalogs: integrative and instrumental. The former refers to a desire to learn the language in order to relate to and even become part of the target language culture and the latter has to do with practical reasons for language learning, such as getting a promotion. (Arnold, 2000:13) English is no more than a vehicle used to reach their special purposes for students with instrumental motivation, such as passing CET-4 exam, finding better jobs and so on. While for integrative ones, learning English is their interests, and they are willing to learn more about the culture behind the target language and communicate with others in the target language. 二语习得中的情感因素在英语阅读中的作用(5):http://www.751com.cn/yingyu/lunwen_9638.html