【正文】 while to the latter one, if students know quite little about Easter Day, they will find it is very difficult for them to answer some questions about it during the process of listening.. Lack of listening skillsIn listening prehension, the newheard sound will be kept for about one second in echo memory, during which students match sound and word with linguistic knowledge and put the word in shortterm memory. The function of shortterm memory is to remember the word until listener organize the word into sentence and grasp the idea of it, then clear up the memory of the word to keep another newheard information. If students try to remember each word and sentence, shortterm memory will be overloaded, and many words will be cleared up before being organized, thus they can just remember the last sentence they heard. So students should grasp some listening skills to improve their ability of listening. For example, when they heard a new word, they always try to recall their memory instead of surpassing that word and get new information in order to grasp the main idea. Also, they are not good at taking notes and catching the main information while listening.4. Strategies in reducing high anxiety. Teachers’ strategies in reducing students’ high anxiety “Teaching is nothing if it is not relationships”. (Chi Yong, 2004: 47) The first goal teachers should achieve is to build a positive, friendly, supportive relationship with students. To establish harmonious relationship between teachers and students, teachers should encourage and mend the students progress in order to enhance their selfconfidence. Teachers’ tolerant attitude and encouragement will make them build up confidence to overe difficulties, and will never be afraid of it.．To protect students’ selfesteem and build up their confidenceListening learning is very difficult. The listening is specific transientand nonrepeatability, because of linguistic factors and the impact of nonlinguistic factors, people can not receive and output the accurate information. Therefore, it is very normal for one to encounter some difficulties and setbacks in the listening process. The listener should establish their confidence and overe adverse psychological barriers. They should turn pressure into motivation to persevere, and ultimately will produce results. Teachers must first tell the students who lack selfconfidence: there is more confidence, there will be more progress. When they answer the question, the teacher should listen to them with the expression of smile and appreciation, and encourages them silently. when they give the right answer, teachers should use slightly exaggerated language to praise them timely. That will make them feel the joy of success。 they repeat careless mistakes and choose wrong answers even though they knew the correct ones on tests. They bee nervous in roleplaying. And they produce less interpretive messages and pronounce English less fluently. They also tend to show physiological symptoms such as feeling tense, palpitations, sweating, trembling, and/or even sleepiness. 2)Anxious experiences learners have had the follow behavioral responses. The students who have language anxiety often skip classes, e to class late and without preparation, and postpone their homework. They also try to avoid studying and spontaneous speech, and pretend to be indifferent, or, conversely, study too much.3. Factors affecting milldeschool students’ anxiety while listening Listener’s listening ability is influenced by psychological factors. Sometimes, listeners’ overconcentration on listening material leads to nervousness. “Anxiety has a negative effect on listening prehension.” (Bai Yaorong, 2003: 24) Anxiety is a kind of fear。作者從兩方面提出一些減輕焦慮及改進(jìn)聽力理解的有效途徑。他們認(rèn)為聽力材料難懂，語(yǔ)流太快以至經(jīng)常有聽力焦慮感。As we know, listening, reading, writing, speaking and translating are the five basic skills in language teaching and learning. Listening, one of the means of language munication is used most widely in our daily life. About three quarters of an adult’s time concerns listening. Listening plays the first and the most important role in learning a foreign language. In China, however, teaching listening has been neglected for a long time. What most teachers do in class is merely to play the recorder and check the answers. Some try to help students to understand the content by constant stopping and repeating and explaining word by word. However, English listening is a more plex activity in which the listener is expected to have the ability to follow the general trend of what is said, to understand special details, and to infer the speaker’s intention. The author has done an oral survey in a country middle school in March 2007. About % of the English language learning students think that the most bothering and most difficult course is listening prehension, and even some of them have difficulties in understanding their teacher who gives lessons in English. Of course, it is difficult for a middle school student to understand the listening material if he has not enough vocabulary and the ability of telling the grammar construction. In the author’s survey, about 35% of the students with low listening prehension think this is because they do not understand the knowledge about linguistics and they are not able to tell the meanings of what they have heard. In another investigation in a middle school in Meizhou in March 2005, students were asked to listen to a dialogue of 244 words, in which the words and the related grammar have already been learned, but 80% of them thought it was too difficult. Then, using the same dialogue as a reading prehension material, the author found that only 5% of them thought it was a little difficult. On the other hand the response ability is also another reason. It is clear that the reading speed of a material also affects. About 43% of the students thought that the material was read too fast and they just could not follow. A l