An Attribution Analysis On English Listening Barriers Of Junior Middle School Students

English listening has been considered as one of the most difficult language skills for Chinese English learners.Listening comprehension directly affects the quality of oral English communication.With the development of the globalization,English as an international lingual franca is widely accepted around the world,it puts forward a higher requirements for English learners to improve English listening and speaking proficiency.Recently,listening comprehension has attracted more and more language researchers and teachers' interests,they tried to find the effective approach to improve the proficiency of listening comprehension from different perspectives.The purpose of the current study is to investigate the English listening barriers of middle school students.It aims to answer the following two research questions:(1)What are the main listening barriers of junior middle school students?(2)What are the characteristics of the attribution of listening barriers in junior middle school students?The participants were 6 English teachers and 150 students in Zhengzhou Huimin Middle School.The study mainly adopts the combination of interview and questionnaire to collect the relevant research data.Through interviewing the 6 English teachers and some students,the study tries to investigate the specific English listening barriers among junior middle school students.A questionnaire designed based on Attribution Theory were distributed to all the 150 students,and SPSS program was conducted to analyze the results of questionnaire.The research results show:(1)The English listening barriers of junior middle school students are mainly focused on the following aspects: lack of listening background knowledge;lack of real language environment,improper selection of listening materials;psychological anxiety barriers;lack of basic language ability and lack of listening strategies.(2)The analysis of attribution characteristics of English listening barriers of junior middle school students shows that: Firstly,junior middle school students as a whole tend to attribute the causes of English listening barriers to ability and effort factors;Secondly,there exist significant differences in the attribution of listening barriers between male and female students.Male students tend to attribute listening barrier toluck and environment factors.On the contrary,female students think that condition is the main factor of English listening barriers.Finally,students with different English listening levels have significant differences in the attribution of English listening barriers.The high-sore group is more likely to attribute the causes of listening barriers to internal causes,and the low-score group is more likely to attribute the causes of listening barriers to external cause.Therefore,English teachers should try their best to encourage students to listen more and design a variety of listening activities to enhance students' listening interest and self-confidence.At the same time,English teacher should pay attention to using appropriate methods to guide students with poor listening ability and female students to overcome listening anxiety.