【正文】 he pattern of speech sounds and further more, through repeating, the sounds going into their ears tend to have a clearer trace in the “echoic” memory and thus facilitate the processing. In listening class, it has been discovered that those who are able to repeat the sentences successfully are the ones who can understand better. This is because the successful repetition of long sentences relies on the successful interpretation and memorization.Besides, students should be taught not to listen word by word but to group of words or phrases. When group of words are perceived as one language sign, the speed of processing can be quickened. Students should be taught to give special attention to the stresses words but not to struggle to understand every one. If students manage to do these things, the problem of processing speed will bee less salient. Solution to problems caused by cultural background knowledge and psychological factors Enlarge the knowledge about cultural backgroundSchema theory developed from the informationprocessing theory. It was the oute of the bined efforts of the field of cognitive psychology。 artificial intelligence and linguistics in explaining the language prehension process. For linguistics, schema theory emphasizes the role of background knowledge in language prehension and also in language acquisition. The schema that will be drought to bear on a text depends on the reader’s age, sex, race, religion, nationality, occupation, personal histories and interests and so on (Wilson amp。 Anderson, 1984). And schematheoretic models of prehension apply even more to the listening process than reading.From the Schema theory we know how important the background knowledge is in listening prehension. Barlett (1932) believes that human’s memory for discourse is not based on straight reproduction, but was constructive. Learners are considered to be active processors of linguistics input who construct meaning during the prehension process by segmenting and chunking input into meaningful units, actively matter the results, known as “intake”, with their existing linguistic and world knowledge. Intake is then recorded and stored in long term memory in the form of propositions, or basic meaning forms. Anderson (1988) suggested that people’s personal histories, and interests contribute to the creation of higherlevel schemata, which cause them to see messages in certain ways. Students need to read more English passages and to know about more foreign culture, for example, going to the library and surfing on the internet. Overe the barriers caused by psychological factorsDuring teach listening prehension course，teachers are playing the part of psychologists. On selecting of materials and class practice, teachers should restrain negative factors and bring active factors into play in order to improve the teaching effect. Choose listening materialsWhen choosing listening materials, teachers should try to choose some interesting，new and all kinds of materials. Interesting and true materials may bring out the learners’ curiosity and arouse their desire to “hear” them. Rich content and activities may keep and improve the learners’ enthusiasm.In addition, teachers should also consider the level of the students and the difficult degree of listening materials. Of course, if the material is too easy，students would learn very few knowledge. But if it is too difficult they would feel disappointed and even lose their interest. So teachers should choose some materials that somewhat above the learners’ real level but within their ability limitation. Once such kind of material is used, they would work harder to make rapid progress. Eliminate psychological obstacles and cut down anxiety Teachers should get familiar with listening material, then introduce some background knowledge and explain them to students in order to let them discuss on the key words and try to get rid of those obstacles. For lacking of listening arts and skills, some students may feel troubled during the course of listening. Teachers should help them. Practice after listening is the deep stage of listening prehension. Getting feedback information from students quickly, prehending the difficulties to students and removing these obstacles timely, those are what a teacher should do. In addition, teachers should treat students’ mistakes properly. If teachers only pick out their mistakes, they would feel hurt and nervous even frightened. On the contrary, if teachers value their sense of selfrespect and try to help them, they would make progress. Raise students’ confidence and bring every active factor into playingTeachers should try to help students to get an experience of success, no matter they are top or low students. For example, when asking questions after listening, teachers should consider the practical degree of different students, especially for the lower students, teachers’ encouragement would give them a sense of success. Since we all know that psychological and emotion factors bee more and more important nowadays, teachers should pay more attention to these factors so as to get twice result with half the effort in teaching listening.5. ConclusionIt can be concluded that to teach listening effectively, teachers should be able to diagnose their students’ listening problems, then prescribe or work out the solutions. In order to improve Senior High School students’ listening prehension, teachers should pay attention to the following questions：Why listening is so difficult to Senior High School students？How to deal with those difficult points？How can Senior High School students learn listening well? This paper mainly talks about the above questions. In this paper, we find that there are four main factors, which make listening prehension difficult in Senior High School—being unfamiliar with different kind of English accents。 short of vocabulary。 the influence of slow processing speed, cultural back