【正文】 O?Ma lley, Chamot＆ Kupper,1989。 the teacher seldom use the materials concerned with characteristics of real life。如有剽竊、抄襲、造假等違反學(xué)術(shù)道德、學(xué)術(shù)規(guī)范和侵權(quán)的行為，本人愿意承擔(dān)由此產(chǎn)生的各種后果，直至法律責(zé)任，并愿意通過網(wǎng)絡(luò)接受公眾的監(jiān)督。使學(xué)生愛聽，會(huì)聽是關(guān)鍵。 the other choice would be English teaching video or special English of VOA. According to the optimal input, the students must be exposed to substantial quantities. Krashen emphasized “ optimal input” . Meantime, he also put forward the input principle of i+1. This is conceptualised by Krashen in terms of the learner?s current level called i and the level that the learner will get to next, called i+1.(Vivian Cook,1983:53). For the learner to progress rather than remain static the input has always to be slightly beyond the level at which he or she is pletely at home. If the students level is “i＂ , the teachers should provide practice with the level of “i+1” for them. During practical teaching, the teachers play more emphasis to the result. They hope to see a scene that all the students find all the correct answers on first hearing. In fact, it just reflects oversimple tasks and little progress in listening have been made. It means the students present level is “i” and the teachers have provided practice with the level of “i” for them. Such a task cannot attract their interest and encourage them to progress. . The restraint of teacher’s quality Listening prehension petence is a kind of ability which is important yet hard to grasp. An effective way to improve listening ability is to make strategic training. In the course of it, the teacher plays a very important role. Most teachers hardly do some more deep research on listening, although they have received professional training and possessed large quantity of professional knowledge. Teachers were misled by traditional teaching models, and they have been thinking that listening teaching is an easy task. They scarcely learn the essence of listening prehension process. Therefore, it is not easy for them to make the construction of listening strategies. Listening prehension is an actively cognitive process in which various linguistic petence, background knowledge and thinking ability functioning together. LeleMaricia (1995) thinks listening prehension includes two types of processing. According to Rost, those are topdown processing and bottomup processing. These two information producing process include phonological perception, word recognition, grammatical analysis and contextual inferencing(Yang Jianding,20xx:67). It is important for listeners to operate from both directions since both can offer keys to determining the meaning of spoken discourse. The features of psychological process of listening prehension demand that strategies concerned with listening must be used in the prehension process in order to understand speakers? information promptly and correctly. All of the four processes are important for teachers to keep in mind as they teach. They are all relevant to a learner?s purpose for listening, to performance factors that may cause difficulty in processing speech, to overall principles teachers make of what techniques to use and when to use them in classroom. . The violation of student’s psychological characteristics Nowadays, in China, the adolescent who are at the age set from 12 to 18 usually go to middle school. Because the students begin to enter the age of puberty, they are to change from halfmature to mature. The junior high school students who are in this period usually have following features in English learning. During the class, they are active and always do active response to any questions and hints given by the teachers. They usually memorize things through images. The ability to prehend and analyze language is relatively low, but will gradually make progress with age. At present, in the process of listening teaching, however, the teachers rarely take these into consideration. The practice is so monotonous that it is impossible to motivate the students to make any response. The teachers are not able to teach listening aided by visuals in accordance with students? feature of thinking in image. Listening English is a plicated process that is worthy to be considered in psychological angle. Achieving the best teaching results with small amount of time and energy, the teacher must study psychological features of students. Chapter Three The Solutions to These Problems . To make strategic training in classroom teaching There have been a number of studies focusing on the kinds of listening strategies that learners use（ , 1985。 O?Malley, Chmot, StewnerManzahares, Russo＆ Kupper,1985)(,20xx:385).According to O?Malley and Chamot, listening strategies can be divided into cogntitive, metacognitive and affective strategies. Although the research on the teaching of listening strategies is limited, there are still some studies that have been done provide encouraging evidence. Thompson and Rubin?s (1996) classroom –based longitudinal study of foreign language learners provides strong evidence that both strategy training and use are effective in helping language prehend oral input. Hence, teachers need to spend more extend period of instruction time in helping the students learn and practice listening strategies and transfer them to other tasks beyond the FSL classroom. The training of cognitive strategies The training of predicting According to the theories of some linguists, “ listening technique can be divided into twelve microskills, and six of the twelve are concerned with prediction, which takes up 50% of listening skills or so” (JiangLing,20xx:47). It takes a pivotal effect in improving the listening ability of students. The listening prediction can be divided into three different cat