| English is playing more and more important roles in our daily life today. It is of vital significance to pay more attention to learners'affective factors in English language teaching and learning nowadays. Firstly, attention to affective aspects can contribute to more effective language learning. Learners'potential may be compromised in the presence of extremely negative emotions such as anxiety, fear, stress, anger and depression. Secondly, focusing on affective factors is also a way to educate all-round development students in learners'emotional education. The thesis explores learners'affective factors: ego, motivation and self-esteem, respectively in terms of a survey to LDs in No.2 Middle School of Zibo, as research concerning this aspect is seldom seen.The thesis tries to explore the potential role of affective factors in language performance as well as its practical implications in FLT and FLL. Thick ego boundaries obstruct the learning process pervasively; there is a high negative correlation between subjects'ego levels and their English scores. However, there is no clearly differences between thin ego boundaries and thick ego boundaries in the current English class to most of the LDs. But as teachers, they should still try to avoid the LDs'thick ego boundaries. They should create a lively environment, respect each student, and encourage each student by improving their teaching skills and methods. As to motivation, most of the subjects have obvious learning motivation. Their extrinsic motivation is mainly for their further study, employment or promotion, and better life in the future. As for intrinsic motivation, most of the subjects are fond of learning English and interested in cultures and customs in English-speaking countries. Corresponding implications about motivation for teachers and students are as follows: teachers should arouse students'interest in English and foster students'integrative motivation. Students should develop their own intrinsic motivation steadily. And finally, low self-esteem hinders the LDs'English learning process. They can't satisfy their self-esteem in learning English. They are lack of confidence, and they don't believe themselves, so they seldom take actively part in English learning. Corresponding implications about self-esteem for teachers and students are as follows: the students should accept the limitations and others, find their own values,set realistic goals and try to realize it, set own standards and be confidence for themselves. Teachers should make the best of using teaching skills and strategy to make students of different personality types live up to their potentials as possible. Students should bear in mind that both with effort of themselves and the teachers'help, they could get much progression in learning English.The study includes four chapters. Introduction shows the background and the questions of the thesis. Chapter 1 presents a brief review of the research work about affective factors at home and abroad. Chapter 2 introduces three main affective factors: ego, motivation and self-esteem, as well as the interaction between LDs'affective factors and ELT, serving as the theoretical basis of the thesis. Chapter 3 is the main part, which is on the survey of the current situation of LDs'affective factors in senior high school. The relationship between three affective variables (ego, motivation and self-esteem) and the LDs'language learning is also explored, which follows the results and analysis of the data from the survey. Chapter 4 provides some pedagogical implications and practical ways for both foreign language learners and teachers. Finally the author draws the conclusion of the thesis.Affective factors are becoming more and more important in FLT and FLL nowadays,especially to the LDs. Teachers should integrate affect into language teaching as it has been a desirable goal for pedagogical and educational reasons. The LDs should know affective factors well and take advantage of the positive in their future FLL.
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