This paper is concerned with factors affecting Chinese English-as-Second-Language (ESL) learner's acquisition in the Department of Foreign Languages at Tianjin Institute of Technology. These factors, which include language shock, culture differences, culture background knowledge, motivation, and ego permeability, create psychological distance between the Chinese ESL learners and speakers of their target language. Other factors are individual differences, social factors, and self-consciousness. Suggestions for reducing psychological distance are offered. Chinese ESL learners need encouragement from their teachers and peers, teachers need to arouse curiosity about English-speaking countries and hold English activities to challenge ESL learners, such as speech contests and spelling bees. Teachers should also encourage projects, encourage excellence, and be supportive in correcting errors. Teachers should possess English language skills, professional competence, and devotion to their work. (Contains 10 references.) (JP)