【正文】 n or impromptu address, lectures, we actually said a lot of unnecessary words to express the theme. It is usually marked by repeating, reworded, selfcorrection, a detailed description, tautology and some expressions do not have any real meaning, such as “I mean, you know”and so on(Ur, P. 1984). The tautology is a natural characteristic of expression. It may help the listener to prehend but be likely to bring obstacles to the listener, and that depends on the level of English language learners. For primary students, it is no doubt that they have more difficulties in prehending what the speakers said。s initialness usually are liaison. There is no pause between them and sounds like a word, namely: vowel+ vowel。s pronunciation of the former word is read by linking with the initialness of the latter which adjacently follows it, that is called liaison. There are the following three conditions: 6 a. The two adjacent words, the former ends in a consonant sound and the latter starts with a vowel sound, namely: consonant+ vowel。 2) The content relates to all areas of life, including chat at the street, saying proverbs, new affairs and situations being not wellknown by learners, and the speakers change the topic in the same dialogue from time to time。 關(guān)鍵詞 聽(tīng)力 障礙 技巧 III The Obstacle Factors and Tactics in College English Listening Comprehension Abstract Leaps in information and international dealings are getting more and more frequent in society today. As one of the ways of verbal munication, “Listening” is being more significant during international exchanges. Therefore, “Listening” is the primacy in English study. Although we have learned English knowledge for many years, sometimes we also could not speak fluently or listen exactly, and even like the deafmutes. The reason is that we have been restricted within the surroundings and other factors for a long time. So, people are always pay attention to how to improve the level of listening. In view of the importance and difficulties of listening, the thesis aims at the discussion of the tactics to solve the obstacles in the college English listening prehension. Firstly, it analyzes the obstacle factors in listening prehension according to characteristics of listening materials, characteristics of the speaker?s speech in listening materials, and difficulties on the part of learners. In addition, it concludes some methods and listening skills to resolve problems (such as increase vocabulary, grasp the key words, focus on practical training widen the knowledge and so on), and their application in the English listening teaching. Key words Listening Obstacles Skills 4 Introduction As one of the principal ways of receiving information, listening plays an important role in English study. Listening prehension is an essential capability to grasp the language and semantics. The listener has to plicatedly process the phoic signals which they heard. The whole process is a very enthusiastic and active movement, and it also is the mutualimpact and interaction of the background knowledge, the context and language knowledge. The process absorbs information from the listening materials continuously till forming the process of understanding. This shows that verbal munication starts with listening, understanding and finally entering the exchanging process. The sociality of language determines the ultimate goal of language learning—interpersonal munication, and the whole process is the exchanging between the input and the output of information. In order to ensure the process goes smoothly and coherently, the information must be understood. The human has two basic ways to understand information: listening prehension and reading prehension. Listening prehension processes various forms of language (written or oral, formal and informal, etc.) directly. It emphasizes the capability of dealing with information rapidly, which plays an important role in terms of language learning. In the process of the second language which can be learned lacks realistic speech circumstance, so listening training is the essential link. In view of this, the thesis will explore ways and strategies to improve students39。長(zhǎng)期以來(lái)由于受環(huán)境等因素的制約，我們所學(xué)的英語(yǔ)大多是 “ 聾子式的 ” 或 “ 啞巴式的 ” 。s speech in listening material s…………… 2 . 1 C ha n ge s i n s o u nd ………………………………………………… ...2 Into na tio n a nd the seq ue nce of so unds…………………………… ..3 Verbiage?s intherlude……………………………………………………… .4 Tow different voice systems, RP and GA………………………………… ..4 Di ffic ul ties o n the par t o f lea r ne rs ………………………………… .5 Ch ap ter 2 Tactics to Reso lv e th e Ob s tacles………………………… .. 7 Lis te ni ng a nd v ocab ular y……………………………………………… ..7 Correlation of listening and reading…………………………………… ..7 To grasp the process of listening…………………………………………… 8 To focus on practical training……………………………………………… 9 Chap ter3 Tactics in the En glish Listen ing Teach i ng……………… 11 C ha nges i n teac hi ng pa tter n…………………………………………… 11 To select the listening materials……………………………………… ..11 Ai ms o f liste ni ng prac tice……………………………………………… 11 E mo tio nal proble ms o f lear ners……………………………………… .13 C o n c l u s i o n … … … …… … … … …… … … … … …… … … … …… … … . . . 16 A ck n o w l ed g em en t s …………………………………………………… … . . . 1 7 Bi b l i o g r a p h y …………………………………………………………… …… 18 II 大學(xué)英語(yǔ)聽(tīng)力理解過(guò)程中的障礙因素及對(duì)策 專業(yè)班級(jí)： 08 級(jí)英語(yǔ)專升本班 學(xué)生姓名： 張海麗 指導(dǎo)教師： 王冉 職稱：講師 摘要 “ 聽(tīng) ” 作為人類言語(yǔ)交際方式之一，在信息劇增、國(guó)際交往日益頻繁的今天更具有重要意義，因此 ,在 英語(yǔ) 學(xué)習(xí) 中 “ 聽(tīng) ” 應(yīng)該是第一位的。首先從聽(tīng)力材料的特點(diǎn)，材料中說(shuō)話者的語(yǔ)言特征，及學(xué)習(xí)者自身因素來(lái)分析聽(tīng)力理解過(guò)程中的障礙因素，并通過(guò)這一分析得出一些解決問(wèn)題的策略和聽(tīng)力技巧（例如 :增加詞匯量、把握關(guān)鍵詞、注重練習(xí) 、擴(kuò)大知識(shí)面等等 ） ，以及它們?cè)谟⒄Z(yǔ)聽(tīng)力教學(xué)過(guò)程中的實(shí)際運(yùn)用。s ears that is different from the reading materials which the reader can go back to read in any time。 pronunciation change in a sense group