由于第二语言习得理论的传入,对外汉语教学的中心也转为以“学生”为中心。这就要求我们在教学活动中以学生为主体,充分重视学生情感因素对教学成效的影响力。根据Krashen的情感过滤假设,分析了学习者在汉语学习中学习动机、焦虑、性格、移情等情感因素以及由此引发的思考。 Due to the introduction of the second language acquisition theory, the center of teaching Chinese as a foreign language has also shifted to “student” as the center. This requires that we take the student as the main part in the teaching activities and give full attention to the influence of the affective factors on the teaching effectiveness. According to Krashen’s hypothesis of affective filter, this paper analyzes the affective factors of learners such as motivation, anxiety, personality, empathy and so on in Chinese language learning and the resulting reflections.