克拉申的监察理论在近三十多年来,极大地影响了教学的各个方面。听力不仅是外语学习者的难题,同时也是教师在听力教学过程中的难题。听力过程中的心理因素与情感因素对听力理解有一定的影响。本文探讨了阻碍学生听力理解的情感因素,以及如何在课堂听力教学中有效降低情感过滤,帮助学生最大程度接收语言输入。 Krashen’s theory of supervision has greatly affected all aspects of teaching in the past three decades or so. Listening is not only a problem for foreign language learners, but also a problem for teachers in listening teaching. Psychological and emotional factors in hearing process have a certain impact on listening comprehension. This article explores the emotional factors that hinder students’ listening comprehension and how to effectively reduce affective filtering in classroom listening comprehension to help students receive the most verbal input.