Abstract: Considering the current situation of university teaching, it’s obvious that  cognition and emotion are now separated from each other in college English Teaching. Much importance is attached to cognitive side but the role that the affective factors play is neglected. Traditional English teaching is short of the consciousness of the importance of learner's affective factors and has trouble in training the qualified English speakers that the society needs. Now, college English teaching has gradually taken the students as teaching center instead of teachers, which becomes a conspicuous feature that teachers and students frequently communicate with each other in the classroom teaching activities, and teachers have to pay attention to the affective factors which have a great effect on the second language acquisition in the interaction between teachers and students. For one thing, affective factors are of great importance for the acquisition of a second language. For another, it has been proved that a positive, confident and relaxed mental state can facilitate the process of a second language acquisition, and on the contrary, those negative affective factors such as depression, inhibition and anxiety, etc. will obstruct that course. Therefore, teachers are expected to cultivate affective factors in English teaching and improve the teaching methods and contents so that students’ interests in English learning will be developed. In addition, teachers should enhance students’ motivation of learning, stimulate students’ thirst for knowledge. It’s a great significance to arouse students’ interests and reduce students’ anxiety and integrate affective factors in college English learning.
Key words: affective factors; college English teaching; individual affective factors; approaches

摘要：目前我国大学英语教学存在严重的认知与情感分离现象,教师们片面强调语言学习中的认知因素,忽视情感因素对语言教学的作用的现象显而易见。教师们过于重视认知方面却忽视了情感因素的重要角色。传统的英语教学方法缺少重视学习者情感因素方面的意识，而且在培养社会所需要的合格的英语人才方面也存在着问题。现代外语教学的重心已逐渐从以教师为中心转向以学生为中心,师生间频繁的双向交流活动也就成为课堂教学中的一个显著特征,而对外语习得产生深刻影响的情感因素必须在师生互动交流中得到应有的重视。一方面，情感因素是语言习得中的重要因素。另一方面，研究表明积极、自信、放松的心理状态有助于语言习得；反之负面情绪，比如消极、压抑、焦虑等则会阻碍语言习得。因此，教师在教学过程中，要培养自身情感修养,改进教学方法和教学内容，培养学生学习外语的兴趣.此外，教师还应该分析学生的学习目的，激发学生的求知欲。增强学生外语学习的信心，降低学生外语学习的焦虑感以及综合利用情感因素在大学英语教学中具有重要意义。
关键词：情感因素；大学英语教学；个人情感因素；解决方法