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1、AnalysisofMiddleSchoolStudents’ListeningObstaclesandIt’scountermeasures［Abstract］Listeningisanessentialcomponentofcommunicationinhumanlife,butformostmiddleschoolstudents,amonglistening,speaking,readingandwritingskills,listeningisthemostdifficultone,inotherwords,itistheircommonwea
2、kness.Inreallife,foralanguagelearner,itisadifficulttasktopreciselyunderstandthespeakers’meaninginlimitedtime.Listeningcomprehensionisacomplexactivity:itrequiresstudentstousetheirphonetics,vocabulary,grammarandbackgroundknowledge.Somoststudentshavemanydifficultiesinlisteningcompre
3、hension.Thisarticlemainlyanalyzesthelinguisticandnon-linguisticobstaclesthataffectlisteningcomprehension.Theauthorsuggeststhatstudentsonlywithagoodpsychologicalstateandinterestinstudy,enoughlinguisticandbackgroundknowledgeandlisteningskills,andgoodlisteninghabitscanstudentseffect
4、ivelyimprovetheirlisteningability.[KeyWords]listeningcomprehension;obstacles;countermeasures中学听力障碍分析与对策【摘 要】 听力是人们语言交际能力的主要方面，但对于中学生来说，听力理解是听说读写四项技能中最难的环节，是他们的共同弱点。在实际生活中，对语言学习者来说，要做到在有限的时间内准确地理解并掌握说话人的意思是一件具有相当难度的学习任务。听力是一项复杂的活动，在听力的过程中需要综合地运用学生的语音、词汇、语法、文化背景等方面的知识去完成每道题目。但是，目前大
5、部分中学生在听力理解中都存在着许多的问题。本文主要分析了影响中学生听力提高的语言障碍和非语言障碍。作者提出了只有培养良好的心理素质和浓厚的学习兴趣，牢固地掌握语言知识和听力技巧，加强对英美文化背景知识的了解，扩大词汇量，养成良好的学习习惯，才能更有效地提高听力水平。【关键词】 听力；障碍；对策1.IntroductionListeningcomprehensionhasalwaysbeentreatedasapassiveactivityandgivenmuchlessattentionthatitdeserves.Infact,listeningisa
6、nactiveandcomplexlinguisticactivity.AccordingtoEnglishLinguistJunyUnderwood,“thewholeprocessoflisteningcomprehensioncanbedividedintothreestages:Thesoundsgointoasensorystore;Processingoftheinformationbytheshort-termmemory;Transferringtheinformationtothelong-termmemory”[1].Asanesse
7、ntialpartofEnglishclass,listeningisthemiddleschoolstudents’commonweakness.Theremainlyexisttwodifferentkindsofobstaclesaffectinglistening,thefirstoneislinguisticobstacleswhichincludethenativelanguagebarriers,thephoneticknowledge,thevocabulary,thegrammar,thespeedofspeaking;thesecon
8、doneisnon-linguisticobstacleswhichinclud
