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The role of affective factors in English learning is one of the most significant subjects in second language acquisition (SLA). Motivation , anxiety, attitude and personality are the four most important factors, and research has indicated that they are related to many aspects of SLA, including vocabulary . Based on Krashen ’ s affective -filter hypothesis theory, this thesis aims to study the influence of affective factors on senior high school English as a foreign language students’ vocabulary learning. At the same time some constructive suggestions on how to apply the positive affective factors in vocabulary learning are made as well. The significance of the study may help senior high school students overcome the negative influence of affective factors in English vocabulary learning, so as to build up their vocabulary acquisition skills.