【正文】 ] → [f] c. five past [v] → [f] Intonation and the sequence of sounds Chinese characters are hieroglyphics and ideograms, and each character has a tone including the level tone, the rising tone, the fallingrising tone and the falling tone. English 7 is an alphabetic writing. So there are differences between Chinese and English, especially some sounds exist in English but do not in Chinese. For example, many students have troubles in distinguishing /v/ from /w/. English and Chinese systems also have great differences in pronunciation. There is no ending of consonants in Chinese, so students often are affected by the mother tongue in learning English to add vowel to the end or prolong the syllable. There are several aspects related to sound transfer and level of the transfer: （ 1） great differences in pronunciation Tones in Putonghua Putonghua [pa] Chinese character Pinyin Tone numbers Tone description English gloss 八 bā 55 High level ?eight? 拔 b225。 b. The two adjacent words, the former ends in the letter of “r” and the latter starts with a vowel sound. In this case, /r/ should be read out, and together with the vowel. Namely: /r/+ vowel。 3) For some content, the listener can not forecast what the speaker will say next, such as reports, interviews and daily dialogues, because sometimes they are lack of logic. 4) Although we know it well if we look at it in the paper, characteristics of liaison and lost plosive make it difficult for the listener to indentify the single word when he listens to the materials. 5) A large number of colloquial words and expression often appear in the daily dialogue materials. For example, using stuff to replace material, and using guy to express the meaning of man and so on. Sometimes there is slang or some expressions which are inconsistent with the grammar, for example, the positions of the sentence are inplete or tautological. These are unfamiliar for the learner who mainly learns the formal written expression. Characteristics of the speaker39。 level of listening by analyzing the obstacle factors in college English listening prehension. This thesis from three aspects to discuss the obstacle factors and tactics in college English listening prehension. The first part mainly analyzes the obstacle factors. And these problems are analyzed from three aspects, namely listening materials, characteristics of the speaker39。因此，如何提高聽力始終為人們所關注 。 單位代碼 學 號 分 類 號 密 級 畢業(yè)論文 院（系）名稱 專 業(yè) 名 稱 學 生 姓 名 指 導 教 師 年 月 日 I Table of Contents I n tr od u ctio n …………………………………………………………… …… . . .. . . 1 Chapter 1 Obstacle Factors in Lis tening Comprehension………… ....2 of listening materials...........................................................2 Characteristics of the speaker39。 鑒于聽力的重要性和難度，本文將探討解決大學英語聽力理解過程中的障礙因素。s speech in listening materials and difficulties on the part of learners. The contents of the second part are the methods and strategies which are used to solve the obstacle factors mentioned in the chapter one. Combining with the English listening teaching, the third part discusses how to help students resolve these obstacles. 5 Chapter 1 Obstacle Factors in Listening Comprehension Characteristics of listening materials To some extent, characteristics of listening materials decide the difficulty of the listening: 1) They belong to the audio materials, which is easy to fleet from listener39。s speech in listening materials Changes in sound Changes of sound refer to the English words39。 c. The two adjacent words, the former39。 35 High rising ?pull out? 靶 bǎ 214 Low falling rising ?target? 壩 b224。 11percent of them spent four or more hours and 5percent of 9 them even spent less than an hour(董本友， 2020). (5) Emotional factors Emotions in language learning are the learners39。s English knowledge, and the vocabulary is the basis of all the English knowledge. Correlation of listening and reading Many people have learned English for many years, but may not be able to understand what others said, even if the sentence is very simple. However, if the English written materials are read by them, even though there are some new words, they can also understand or prehend in general. This situation not only exists among English selflearners but also among the students trained formally, in varying degrees. At present, in English teaching, although the difficulty of listening training materials tends to be lower tan the reading materials39。 basic knowledge. If a person master a lot of 12 vocabulary and own extensive language and cultural background knowledge, he will be bound to feel easier to prehend the listening materials. The speed of listening prehension is not the same as reading prehension39。 confidence and interest in listening will be killed directly. And materials should be diversiform. Teachers provide students with a variety of listening materials and bine it with students39。 voice, the teachers can set up special practice according to the voice characteristics of the speakers in the listening materials and the obstacles appearing in the process of speech. The purpose is to make students familiar with the phenomenon of all kinds of voices to calmly deal with them in listening practice. 2) To design different practices in accordance with the materials39。 pronunciation improve their reading skills and cultivate their sense of language. The skimming and scanning reading can expand students39。 skills of capturing information and understanding by different forms, such as schematic drawing, filling information into a chart or table, voting for or against the point of view, answering to questions and so on. 3) To design