【正文】 l inability to link words to the context, and unskillful in using strategies to summarize heard information at the macrolevel and microlevel. Focusing on EFL learners。 l lacking the ability to skim what is heard, which includes the inability to keep up with redundancy, noise, and the inability to guess。 Richards, 1985). Grant (1997) chooses four strategies that would help learners to listen to English: activating/building schema, guessing/inferring/predicting, listening selectively, and negotiating meaning.Considering various aspects of listening prehension, Underwood (1989) organizes the major listening problems as follows: l lack of control over the speed, at which speakers speak, l not being able to get things repeated, l the listener’s limited vocabulary, l failure to recognize the “signals,”l problems of interpretation, l inability to concentrate, and l establishing learning habits. Yagang (1994) attributes the difficulty of listening prehension to four sources: the message, the speaker, the listener and the physical setting. Flowerdew and Miller (1996) studied learners’ strategies and difficulties in listening to academic lectures. They found that students’ problems were speed of delivery, new terminology and concepts, difficulties in concentrating, and problems related to physical environment. Rubin (1994) identified five factors that affect listening prehension: text characteristics, interlocutor characteristics, task characteristics, listener characteristics, and process characteristics. Further research investigated the role of temporal factors facilitating or inhibiting successful listening (Boyle, 1984。 Rubin, 1995). Research on second language listening has also attempted to point out the factors that may influence learners’ prehension (Dunkel, 1991。 Rixon, 1986。 Rubin, 1994。 Brown, 1992。 Theoretical Basis Literature review The development of listening pedagogy Every so often, listening es into fashion. In the 1950s and 1960s when the Audiolinguial Method became dominant in foreign language teaching, listening was separated from other skills and became an independent learning part. This method saw listening as a “decoding” process, but still a passive, receptive skill, serving for speaking. The emphasis on oral language skills gave it a boost. It became fashionable again in the 1980s, when Krashen’s (1982) ideas about prehensible input gained prominence. A short time later, it was reinforced by James Asher’s (1988) Total Physical Response, a methodology drawing sustenance from Krashen’s work, and based on the belief that a second language is learned most effectively in the early stages if the pressure for production is taken off the learners. During the 1980s, proponents of listening in a second language were also encouraged by work in the first language field. Here, people such as Gillian Brown (see, for example, Brown, 1984。 Field, 1998), that is, what links the listeners and instructors together is the “right answer”. The learners have had the least practice in this area (Nauman, 2002), and guided practice is more limited. Professor Wang Zongyan said, “In listening class, it is not unusual that the teacher just plays recorder without offering any instructions.” Without interest, motivation and variation in teaching and learning, many students plained that they became tired of listening to the tape from beginning to the end with some mechanical exercises and felt bored in listening classes. In the traditional listening classes, students are only passive receivers. They cannot municate with the tape and the text. In this case, the listening material is in fact language in form, not language in use (黃和斌，2001：109126). As a result, students feel quite difficult to take part in a simple conversation with speakers of the target language. Furthermore, in many classroom practice and tests, listening is regarded as a task to finish some certain items such as multiplechoice. Often, listening material is presented and explained before listening. Students do exercises based on their reading prehension. So, they cannot listen creatively. Field (1998) refers to the default method of listening teaching as focusing on product rather than process. OthersThere are another two major reasons for carrying out this research. Firstly, when ing to the net, opening the foreign language teaching and learning journals, one can easily find a great deal of research work on English listening about the students in universities, or about other senior English learners. As to the students in fiveyearprogram normal school, a particular group of learners, most of the flourishing listening theories are not accessible to them. Even if there are a few articles related to them, one fact is that most of those works and articles lack of a synthetic study, that is, one article talks about one point, and the other another point.Secondly, the writer has taken up the teaching of English listening for fifteen years. Years of teaching experience makes it possible to summarize the exiting experience, generalize it into theories, and put the appropriate theories into practice, explore the current listening problems, then, carry out reflective research.All the factors mentioned above and the literature review in Chapter two serve as a basis in understanding listening prehension problems amp。 Anderson amp。 only those who do badly in their learning in junior middle schools and fail in the entrance examination are sent to fiveyearprogram normal school. The main work in fiveyearprogram normal school, I think, is the management of the students. The schools lay great emphasis on “taking good care of the students” by all kinds of means, and problems existing in students are then followed: many students in fiveyearprogram normal school do not study hard due to lacking learning motivation and some lose their interest in English or even give up learning English. They often say