初中英语教学中,常常有忽视情绪、情感对教学作用的倾向,学生情感素质的发展明显滞后,甚至导致学生两极分化严重;部分学生的学习动力不足,很多消极的情感严重影响着学生英语学习的成效。作者就西北农村地区为例,重点探究影响英语教学的消极情感因素。一、对英语这种语言较陌生,且学习的动机不明确西北农村地区是近几年才从小学三年级开始开设英语 Junior high school English teaching often overlooked the tendency of emotion and emotion on teaching. The development of students ’emotional quality lags behind and even leads to the serious polarization of students. Some students lack of motivation to learn and many negative emotions seriously affect students’ English learning Effective. In the case of rural areas in Northwest China, the author focuses on the negative affective factors that affect English teaching. First, the language is more unfamiliar to English, and learning motivation is not clear In rural areas in Northwest China in recent years only started from the third grade primary school English