Social-affective Learning Strategies: e. g. , cooperation, question for clarification.
社会-情意学习策略：例如，同侪合作、澄清疑问。
This objective deals with the affective aspect of learning, especially with motivational concerns.
这个目标是关于学习的情感方面的，尤其是与动机相关。
This paper discusses the affective causes of fossilization in terms of motivation, attitude, anxiety and empathy in foreign language learning.
从外语学习动机、态度、焦虑和移情等方面，探讨过渡语僵化现象的情感成因。
It is universally acknowledged that language anxiety, one of affective variables, has produced a profound negative effect upon language learning.
语言焦虑是制约外语学习的主要情感变量之一，已经引起了外语学习研究者的广泛关注。
Anxiety is quite possible the affective factor that most pervasively obstructs the learning process.
焦虑可能是学习过程中的最大的情感障碍。
Affective factors play a significant role in Engli sh teaching and learning.
情感因素对英语学习具有重要影响。
On the contrary, positive affective can produce the psychological state which is favorable to learning.
反之，积极情感会创造出有利于学习的心理状态。
Affective factors in the course of English teaching and learning cannot therefore be overlooked and evaded any longer.
可见，对英语学习和教学过程中的情感态度问题我们再也不可忽视和回避了。
The study shows that compared with other cognitive or affective factors, self efficacy gives more accurate predictions and explanations of the students' learning motivations, goals and results.
研究表明，较之其它认知或情感因素，自我效度能对学生的学习动机、目标及结果作出更准确的预测和解释。
This essay aims to make an analysis of how such affective factors as anxiety and confidence affect second language learning.
本文就诸如焦虑、自信心等情感因素如何影响第二语言学习进行了分析。
Motivation is one of the most important affective factors in Chinese learning, which has a great effect on Indonesian Chinese learners.
学习动机是汉语学习中最重要的情感因素之一，对印尼汉语学习者学习汉语有重要的影响。
The affective variables, which were once regarded as the psychological domain, show their effect on language learning.
因为曾一度被归为心理学领域的情感因素明显地影响着语言学习。
The learner's motivation for learning is actually a cognitive and affective change process.
学习者的学习动力实际上是认知和情感的变化过程。
As one of the most important affective factors in EFL learning, motivation has great influence on both the learning process and result.
作为外语学习中最重要的学习者情感因素之一，动机对外语学习的过程和结果有着至关重要的影响。
Therefore, how to reduce the affective filter, enhance learners' learning motivation, improve their confidences, and reduce their learning anxiety has become the focus of the study.
因此，如何降低情感过滤，增强学习者学习动机，提高自信心和减少学习焦虑就成为了研究的重点。
Anxiety is one of the important affective factors that influence foreign language learning. Over anxiety could bring negative effects to language learners and their performances in class.
焦虑是影响外语学习的重要情感因素之一，过度焦虑会给学习者极其行为表现带来负面影响。
In the process of language learning, researchers paid more attention to cognitive side but less attention to affective side.
在语言学习过程中，人们一直颇重视认知，而对情感的研究相对较少。
On the part of the learners, two factors exist influencing foreign language learning: the affective factor and the cross-cultural factor.
从学习的角度来看，存在两个影响外语学习的主要因素：情感因素和跨文化因素。
Motivation for learning is one of the most important affective factors influencing language learning results.
学习动机是影响外语学习效果最重要的情感因素之一。
Recently the research focus of language teaching has been shifted to language learning, which, consequently, has led to the attention to affective aspects.
随着语言教学研究重点转向学习者，外语学习过程中的情感问题逐渐引起人们的关注。
According to researches in different directions, the significant relationship has been proven to exist between affective variables and foreign language learning.
根据各项研究显示：情感因素与语言学习效果之间的联系确实存在，这无疑给语言的教与学的过程以极大启示。
Section two deals with the literature review, which introduces the researches on affective education and affective disorders in language learning both in China and abroad.
第二部分介绍了国内外有关情感以及情感障碍在外语学习中的研究现状。
In recent years, affective factors in language learning have attracted the attention of more and more researchers.
近年来，外语学习中学习者的情感因素引起了越来越多研究者的关注。
The thesis studies the effects of high, medium and zero preparedness on oral English learning, in light of its affective, linguistic and cognitive goals.
本文以口语课堂学习的情感目标，语言目标和认知目标出发，实证性研究了三种准备状态对口语学习的不同效果。
Recently, many researchers have deeply studied the relationship between affective factors and foreign language learning.
近年来，许多学者都对情感变量与外语学习之间的关系作了深入的研究。
This article aims at emphasizing the importance of the affective strategies in college English learning and teaching.
旨在强调情感策略在大学英语学习和教学中的重要性。
Based on this, the author proposes some practical Suggestions on how to intensify affective input in order to remove the affective filters in foreign language teaching and learning.
在情感过滤假说的基础上，分析了影响外语教与学的一些主要情感因素，并对外语教学中如何加大情感输入来克服情感障碍，提高外语教学效果提出了一些建议。
Based on this, the author proposes some practical Suggestions on how to intensify affective input in order to remove the affective filters in foreign language teaching and learning.
在情感过滤假说的基础上，分析了影响外语教与学的一些主要情感因素，并对外语教学中如何加大情感输入来克服情感障碍，提高外语教学效果提出了一些建议。
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