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comprehension becomes an easier task. For instance, “In order to check if the favorite radio program is on, as in Anderson and Lynch’s example, all the complex language input will not be taken to be comprehended.” [8] So one’s Motivation also plays an important role in listening comprehension. 2.1.4 Psychological factors Listener’s listening ability is also influenced by psychological factors. Sometimes, listeners’ over-concentration on listening material leads to nervousness. “Anxiety has a negative effect on listening comprehension. ” [9] Anxiety is a kind of fear; esp. as caused by uncertainty about something. It has been proved that anxiety has a negative effect on language learning. Psychological barriers mainly reflect in two aspects: the state of being too nervous or the state of being unable to focus one’s attention during listening. In regular listening practice, some students can’t concentrate on the listening content. Instead, they are absent-minded, wandering away, though they still wear their earphones. Such a state of listening, even lasting for only a few seconds, will result in broken listening, which, of course, will affect comprehension result. Some students are easy to be distracted because of being fatigued after listening for a long period. Anxiety often occurs in examination. Some students are too eager to get high marks but they are also afraid that they can’t adjust themselves to the listening material and the delivery rate. So they become too nervous and blank-minded. Continuity and accuracy of listening can’t be assured in such kind of state. 2.1.5 Other internal factors Listener’s age, attention span, memory span, and reaction sensitivity may affect their listening ability. Besides, listening comprehension is closely related to listener’s experiences and Educational background. 2.2 External factors “The external factors that affect listening comprehension for both the first language and the second language listeners are mainly related to the type of language input and task and the context and co-text in which listening occurs. In terms of language input and task, research in both L1 and L2 has shown that important factors include: The degree of linguistic complexity (lexis and syntax) The length and conceptual difficulty of the text The amount of time allowed to process the text The speed of the listening The speed of delivery and the comprehensibility of the accent.” [10] 2.2.1 Speed of delivery and different accents of the speakers “For English learning, listeners of English, Griffiths found potential evidence that speech faster than two hundred wpm is hard for intermediate learners to understand.” [11] It is not the speed of listeners but the speed of the speaker that dominates the interaction. Unlike reading or writing, students can’t listen at their own paces. They have to go with the rate of the voice that they are listening to. “Many students have experienced the anxiety during listening. They tend to miss much part of a taped material when they fail to recognize a word or a phrase and stop to think about it.” [12] This suggests that students can’t expect to grasp every detail on the first hearing. Such expectation can only increase their anxiety, which has a negative effect on listening comprehension. Besides, it is unnecessary to translate English into Chinese in the mind. The listener should catch the most important points. In addition, listening to spoken English is to let studen