摘要
英语作为第二语言的学习在全球化背景下日益重要，然而听力理解作为语言输入的关键环节，往往成为学习者的重大障碍。本研究旨在探讨英语听力理解中的主要障碍，并提出针对性的解决对策。通过对200名非英语母语学习者进行问卷调查和深度访谈，结合认知心理学与二语习得理论，分析了影响听力理解的因素，包括语音辨别困难、语速适应不足、文化背景知识缺乏以及心理因素干扰等。研究结果表明，学习者在处理快速连续语音时普遍存在信息遗漏问题，同时对目标语文化的陌生感也显著降低了听力理解效率。基于此，本研究创新性地提出了分层次训练模式，即通过逐步提升语速、强化音素意识训练、融入文化情境教学以及优化心理调适策略，帮助学习者克服听力障碍。该模式不仅提升了学习者的听力技能，还增强了其跨文化交际能力。本研究的主要贡献在于将听力训练与认知发展相结合，为英语作为第二语言的教学实践提供了科学依据和具体指导，具有较强的实用性和推广价值。
关键词：英语听力理解；二语习得；认知心理学；文化情境教学；音素意识训练
Abstract
The acquisition of English as a second language has become increasingly significant in the context of globalization; however, listening comprehension, as a critical component of language input, often poses substantial challenges to learners. This study aims to investigate the primary obstacles in English listening comprehension and propose targeted solutions. By conducting questionnaires and in-depth interviews with 200 non-native English learners, combined with insights from cognitive psychology and second language acquisition theory, this research analyzes factors influencing listening comprehension, including difficulties in phoneme discrimination, inadequate adaptation to speech rate, lack of cultural background knowledge, and psychological interference. The findings indicate that learners commonly experience information omission when processing rapid, continuous speech, and their unfamiliarity with the target language culture significantly reduces listening efficiency. In response, this study innovatively proposes a hierarchical training model, which involves progressively increasing speech rate, enhancing phonemic awareness training, integrating cultural context into teaching, and optimizing psychological adjustment strategies to assist learners in overcoming listening barriers. This model not only improves learners' listening skills but also enhances their intercultural communication competence. The primary contribution of this study lies in its integration of listening training with cognitive development, providing scientific evidence and practical guidance for English as a second language instruction, thereby demonstrating strong applicability and potential for dissemination.
Keywords：English Listening Comprehension; Second Language Acquisition; Cognitive Psychology; Cultural Context Teaching; Phonemic Awareness Training
目 录
摘要 I
Abstract II
一、绪论 1
(一) 听力理解障碍的研究背景与意义 1
(二) 国内外研究现状分析 1
(三) 研究方法与理论框架 1
二、听力理解障碍的成因分析 2
(一) 语言输入复杂性的影响 2
(二) 学习者认知能力的限制 2
(三) 文化差异对听力理解的干扰 3
三、听力理解障碍的表现形式 3
(一) 语音识别困难的具体表现 4
(二) 语义理解偏差的典型特征 4
(三) 听力记忆负荷过重的问题 5
四、提升听力理解能力的对策研究 5
(一) 基于输入优化的听力训练策略 5
(二) 认知能力提升的实践路径 6
(三) 跨文化适应在听力教学中的应用 6
结 论 8
参考文献 9
