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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。

1. Introduction

According to the theory of Second Language Acquisition (shortened asSLA), language input is the most basic conditions of language learning. A saying goes that no language input, no language acquisition. As a kind of input skill, listening has a very important position in the students' language acquisition.

SL listening comprehension is an important component ofSLA. As the language input inSLAis universally recognized as an important role, SL listening gets more and more attention as an important channel in language input. A famous professor claims the second language teaching thinks: Listening comprehension plays a very important role in the second language learning processes, maybe even is the most important part.

Many scholars began to study what factors affect the student's SL listening achievement and how they work. But they put more attention on non-learner factors than learner factors in their investigations. They usually only study single variable without considering the interaction between the variables and fail to reveal the natural process of SL listening. Dunkle[1] points out that listening research should explore the learners’ inner and external specific factors in SL listening comprehension, so as to give the opinions to the SL course designers, teachers and SL listening material writers. Therefore, it can be said to be an important attempt to further study the learner factors in SL listening.

With the popularity of English inChina, it is time for us to explore a new cooperative learning theory and practiced ways which are suitable forChina’s national conditions. As the study objects have shifted from 'teacher-oriented' to 'student-oriented', this paper focuses on the learner factors in SL listening and try to integrate learner factors in a framework, then try to study their direct and indirect impacts on SL listening achievement and lastly the interaction of different learner factors is discussed.

Learners’ factors refer to learner’s individual difference, including language aptitude, motivation, cognitive style, learning strategy, proficiency, background knowledge and so on. How do these factors exemplify in learners? What sense does it make to SL teaching and learning? So it is necessary for us to study these factors. The paper mainly focuses on three different learner factors as listening motivation, listening strategy and second language proficiency. First, there is a detailed explanation for the definition and feature of the three learner factors. And then the research design is presented. Lastly,本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。