【正文】 Students’ affective factors and teaching in favorI. IntroductionTwo years ago, I taught a primary school student as a tutor. “How to make my class interesting and meaningful” I considered over and over again. At last, I decided to choose “tongue twister” as a stimuli to motivate my first pupil. And it really worked. My first pupil, is a lovely boy, he practiced it from time to time. Whenever it is the tutoring time, he rushed to ask for more tongue twisters. He said, “It is interesting to me. And I can say something that my classmates cannot. I love it so much.” Then I consulted a lot of reference books, and found this deals with affective factors. Last term I had my teaching practice in a junior school, I had studied the psychology of junior students, and knew they are not reserved but active, and they are fond of learning something full of curiosity. So I organized and designed my class with activities involving teaching in favor of delight. For example, English songs listening or English songs singing, games playing, humorous stories telling. My classes are always full of laughter.I choose junior students as my research targets, because I had some contacts with them and maybe I would be familiar with their characteristics. The thesis aims to inform teachers to be aware of students’ affective factors in designing and organizing activities in class. And it also points out a best choice of solutionteaching in favor of delight with relative activities and its significance and effects.II. Affective domainAs H. Douglas Brown said, affective refers to emotion or feeling. The affective domain is the emotional side of human behavior, and it may be juxtaposed to cognitive side.Motivation As H. Douglas Brown defined, motivation is monly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. More specifically, human beings universally have needs or drives that are more or less innate. Yet their intensity is environmentally conditioned. If they are motivated, because they think certain needs are important to them. Those who are not motivated, because they see no way in which learning meets the needs they have. While for teachers, motivation is probably the interest that something generates in the students. For example, a particular exercise, topic, songs may make the students appear involved in the class, to the teachers’ delight. Of course, obvious enjoyment by students is not necessarily a sign that learning is taking place. Motivation in this sense is a short term affair from moment to moment in the class. Vital as it is to the classroom, as yet second language acquisition research has little studied it, as Crookes and Schmidit (1991) point out. Motivation in L2 learning has, instead, chiefly been used to long term fairly stable attitudes in the students’ minds. In order for potentially, motivating factors of a L2 learning course actually to motivate, the learners do of course need to be learning the L2 for some potentially motivating purpose. They need to have a goal for their learning. Lambert, in a series of experiments carried out over 30 years between the 1950s and the 1980s, has identified 2 main types of positive motivation that learners may have for learning a L2: Instrumental motivation and Integrative motivation.1. Instrumental motivation“Studying a foreign language can be important for students because it will some day be useful in getting a good job.” a statement in the Focusing Questions .Just as H. Douglas Brown stated that instrumental motivation refers to motivation to acquire a language as means for attaining instrumental goals: to pass an exam, to read technical material, to further a career. 2. Integrative motivationVivian Cook (1996) stated “a foreign language is important to my students because they will be able to participate more freely in the activities of other cultural groups.” An integrative motivation is employed when learners wish to integrate themselves within the culture of the 2nd language group, to identify themselves with and bee a part of that society. A survey of young people in Europe found that 29 percent wanted to learn more languages to increase their career possibilities, while 14 percent wanted them in order to live , work, or study in the country. The last category, 51 percent, however, were motivated by ‘Personal interest’.The survey points out that there is no single means of learning a 2nd language: some learners in some contexts are more successful in learning a language with integrative motivation, and others indifferent contexts benefit from an instrumental orientation. The finding also suggests that the 2 types of motivation are not necessarily mutually exclusive. Second language learning is rarely motivated by attitudes that are exclusively instrumental or exclusively integrative. Most situations involve a mixture of each type of motivation. Arabic speakers learning English in US for academic purposes may be relatively balanced in their desire to learn English both for instrumental purpose and to understand and bee somewhat integrated with the culture and people of the US.L2 motivation should not therefore be considered as a forced choice between these two. Both types are important. A student might learn an L2 well with an integrative motivation or with an instrumental one, or indeed with both, for one does not rule out the other, or with other motivation.Between the 2 different types of the motivation in English learning, only a small amount of the Englishlearners in our country are integratively motivated, due to their special family background and their needs for going abroad. And also another small portion of them are typically instrumentally motivated. From another survey, we found easily that 80% of English learners’ motivation belongs to certificate motivation, which is a part of instrumental motivation.Anxiety The construct of a