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tion of the subjunctive mood, he or she can easily decode the implication of the speaker: he or she should come yesterday, but he or she did not. 2.1.4 Comprehensive understanding obstacle The final goal of listening is to get a real understanding of a speech. Our effort to solve all the problems on pronunciation, vocabulary and grammar is just to reach the goal. No comprehension, no communication. Comprehensive barrier is presented in many different ways, such as failure to keep up the pace of the speaker, getting tired of a long speech, doing translation while listening, and catching words or phrases of a sentence, etc. Those are learners’ bad listening habits that take shape during the process of learning English. Some language researchers suggest that the leading reason for comprehensive understanding barrier is lack of effective listening skills, which should be focused on by the teacher in listening teaching. 2.2 Non-linguistic obstacles “Little points out that the nature of listening comprehension means that the learner should be encouraged to engage in an active process of listening for meanings, using not only the linguistic cues but also his non-linguistic knowledge.”[10] We can indicate from that non-linguistic knowledge is a key factor in listening comprehension as well. And the barriers caused by non-linguistic factors also should be focused on carefully. Non-linguistic obstacle consists of two major aspects: psychological obstacle and cross-cultural communicative obstacle. 2.2.1 Psychological obstacle Many learners complain that they are afraid of attending listening class and usually feel nervous, fatigued and upset if they get bad performance in class. As well as their teacher, they find it difficult to help the students to get rid of the psychological barrier. We can see from that psychological obstacle is commonly found in most English learners. Psychologist and methodologist Krashan Steven calls it as “affective filter”[11] And from the point of his view, it is caused unconsciously by learners’ lack of confidence or anxiety over their ability. Psychological barrier includes difficulty to focus on the listening materials, easily becoming distracted, and too nervous to feel blank in mind, etc. Even worse, its influence may be amplified infinitely when the students meet with difficult listening materials or a tedious listening activity. 2.2.2 Cross-cultural communicative obstacle Language and culture are intrinsically dependent on each other. A language not only expresses facts, ideas, or events, which represent similar world knowledge by its people, but also reflects the people’s attitudes, beliefs, world outlooks, etc. In a word, language embodies culture; language expresses cultural reality. [12] So it is inevitable to encounter cross-cultural barrier when people from different countries communicate with each other, and this is quite true in the process of listening. Imagine that if an Eskimo becomes to talk about their typical foods, how puzzled we will feel! Cross-cultural communicative obstacle in English listening is particularly difficult for ESL learners. Through thousands of years of assimilation, dissimilation, English language has contained seas of cultural legacy from other countries or areas, let alone the abundant cultural treasure of its own. Cross-cultural communicative barrier lies in diverse aspects, such as English idioms, proverbs, allusions, slang, ethnic dialect and so on. Let’s ju