第二语言习得研究以中介语理论为重要开端，受到多种因素的影响，其中情感因素是重要的一环，在克拉申情感过滤假说中被视作心理过滤器，积极情感能促进语言输入，消极情感则会阻碍知识吸收。影响二语习得的核心情感因素包含动机，自信心等等，各因素相互作用构成情感体系，根据这些因素，教师在教学中可通过激发多元学习动机，培养学习者自信心，营造轻松教学氛围，优化情感教学体系等策略，调动学习者的积极情感，降低消极情感的干扰，进而提升第二语言习得的效率与效果。

Research on second language acquisition begins importantly with interlanguage theory and is influenced by a variety of factors, among which emotional factors play a key role. According to Krashen's Affective Filter Hypothesis, these factors function as psychological filters: positive emotions can facilitate language input, while negative emotions can hinder knowledge absorption. Core emotional factors affecting second language acquisition include motivation, self-confidence, and others. These factors interact to form an emotional system. Based on these insights, teachers can employ strategies such as stimulating diverse learning motivations, fostering learners’ self-confidence, creating a relaxed teaching atmosphere, and optimizing the emotional dimension of instruction to enhance learners’ positive emotions, minimize the interference of negative emotions, and thereby improve the efficiency and effectiveness of second language acquisition.