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摘要：根据第二语言习得理论(简称SLA),语言输入是语言学习的最基本的条件。正如一个谚语所说,没有语言输入,没有语言习得。作为一种输入技能,在学生的语言学习上，听力有很重要的地位。SLA听力理解是一个重要的学习部分，作为语言输入方法，SLA被公认为最重要的学习方法，SLA听力在语言的学习上得到了越来越多的关注。一个著名教授声称,第二语言教学中认为，听力理解在英语学习的过程中是十分重要的，甚至是最重要的。许多学者因此开始研究哪些因素是影响SLA听力理解的重要因素，但是他们把更多的注意力集中在自学的学习上，而没有考虑到变量之间的交互过程。

e lecture .It has a big significant to understand the SL listening. Task feature is arriving mainly on question type. Usually, learner has a good performance to answer local questions than global questions. And many studies found that it is easy for learner to finish task if the answer can be found in the listening material. Otherwhile, learner has done poor in some questions which should be judged. It can show us that different listening tasks can make different listening affection.

Summary can be seen from the above, learners are affected by the non-learner factors as text feature, speaker’s characteristics and task feature during the process of listening. Weather learners can deal with these non-learner factors successfully will affect their final listening. To know these non-learner factors of the listening comprehension undoubtedly contribute a more objective to study the learner factors on SL listening.

2.3. Learner Factors

If the non-learner factors are the same, why the result of the SL learning is difference? What is responsible for this phenomenon?The main reason of the phenomenon is the students own factors or individual differences. We call these factors as learner factors.

The learner factors can be divided into two types. One is unmodifiable factors: it means these features that learner already have before they enter into a learning program just as gender, intelligence, aptitude, precious learning experience and cognitive style. The other type is modifiable factors which factors that learner can modify if they want to , such as anxiety, cognitive style, motivation, attitudes and so on. When people experience anxiety at one time, it is believed that some people may be anxious more often than other people, especially during the process of the listening. It plays an important role on the learners’ listening achievement. The cognitive style refers to the characteristics ways in which individual orientate to problem-solving. Some scholars believe that learners good at the classroom learning usually mature the cognitive style. Motivation is regarded as the effective factor influencing learners that make them to acquire the SL. It is obvious that motivation is a something that a learner has a favor to learn context or task, varies all the time. Attitude always been said that it has essential but indirect impact on second language acquisition. If learners have a right attitude to second language listening, they will get a high degree on second language listening achievement.

Alman[4] thinks the learners factors including age, sex, language learning experience, native language proficiency, learning strategies, and cognitive style. Skehan[5] believes that learner factors including linguistics energy, motivation, language learning strategies, cognitive and emotional factors, independent of cognitive methods and so on.

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