采用自述方法,对江南大学77名非英语专业学生听力理解障碍进行调查。按照Anderson语言理解三段式认知框架,对学生听力理解问题进行分析。结果显示:学生听力理解障碍发生频率较高的问题大都出现在语言理解的感知处理阶段,少数出现在分析和运用阶段。然后根据有关认知心理学理论对上述问题进行探讨,并对外语听力教学提出相应建议。 A self-report method was used to investigate the hearing impairment of 77 non-English majors in Jiangnan University. According to Anderson language understanding three-stage cognitive framework, students’ listening comprehension problems are analyzed. The results show that most of the problems with high frequency of students’ listening comprehension disorder appear in the process of perceptive processing of language comprehension, and a few appear in the analysis and application stages. Then based on the theory of cognitive psychology on these issues to explore and make recommendations to foreign language teaching.