| The study of second language learning has always been the focus of many language researchers. Various kinds of language acquisition theories and models are proposed and developed, which have produced far-reaching influences. However, the current western SLA theories are mainly based on the Indo-European family languages, and they are of wide-spreading significance to SLA. On the contrary, Chinese is a language different from the Indo-European family languages in pronunciation, vocabulary, grammar and culture so tremendously that many particular problems may arise among L2 learners whose mother tongue is Chinese. Therefore, it is of vital importance to study SLA in Chinese milieu. In fact, some domestic researchers have made certain achievements in exploring SLA models in China, but most of their contributions are not applied to foreign language teaching practice. For instance, Wen Weiping (2001) proposed a model of positive affective environment for FL learning on the basis of humanistic psychology and social learning theory, enlightened by the theory of attribution and self-efficacy, in order to activate FL learners'affective motive so as to improve their FL learning proficiency. This research is concerned with the influence of the FL learners'positive affective environment on their FL learning proficiency. The discussion in the paper is to give some insights into the problem of how to arouse the positive affective factors of the learners, and how to efficiently inspire, guide and help them to study so as to promote their all-round development.The study adopts a quantitative approach. A Likert-scale questionnaire is employed to obtain the quantitative data in this paper. The sample is obtained from 713 non-English major native Chinese speakers who are randomly selected from 21 universities in China. All data analyses are performed with the system of Statistical Package for Social Science (SPSS 13.0), which include Reliability Analysis, Independent-Samples T Test, Exploratory Factor Analysis, Correlation Analysis, GLM-Univariate Analysis, and Ordinal Regression Analysis. The results of this quantitative study generally support Wen's positive affective environment model for FL learning. The study discovers that: 1) The five elements of positive affective environment model for FL learning are as teacher expectation effect, teacher student relationship, affective goal, self-efficacy, and attribution. 2) The five elements in the environment interacts with each other so that any change in one element will inevitably lead to corresponding responses in other ones. 3) There are mutual effect between teacher expectation effect and teacher student relationship, and between attribution and self-efficacy. 4) Teacher expectation effect, teacher student relationship, affective goal, and attribution are significantly correlated with learners'English proficiency, whereas, self-efficacy do not correlate with learners'English proficiency well. 5) Affective goal, teacher expectation effect, teacher student relationship, and attribution can predict 25.7% variance in learners'English proficiency. At the same time, SEM (structural equation model) is adopted to analyze the validity and consistency of the whole model. The research result provides a valid demonstration in favor of Wen's positive affective environment model for FL learning.The present research has both theoretical and pedagogical implications. Theoretically, the empirical analysis offers strong support for the positive affective environment model for FL learning—affective environment determines FL learners'English proficiency. In other words, FL learners with positive affective environment will produce positive affective drive so as to spur FL learners on to high English proficiency. Pedagogically, the importance of the affective environment should be recognized. Teachers should help students to form positive affective environment for FL learning, which is beneficial to improving students'English proficiency.
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