本文旨在基于Anderson(1995)的语言理解三阶段模型,发现和分析中国大学生二语听力理解困难的一些原因。本文通过对121名大学一、二年级学生的问卷调查和访谈得出,二语学生的听力理解困难主要存在于对口头语言材料的感知阶段,其次是解析阶段,最后是使用阶段。研究发现:1)音的听辨、词义激活和注意方面的问题是导致产生感知处理困难的原因;2)有限的记忆容量和连接性推论方面的不足是导致产生解析阶段困难的原因;3)缺乏图示导致使用阶段的某些困难。作者认为,充分了解认知过程规律,采用语音、语义和语境结合的合成式教学方法,辅以策略训练,是提高学生听力理解水平的有效途径。 The purpose of this paper is to find out and analyze some of the reasons why Chinese college students’ L2 listening comprehension is difficult to understand based on Anderson’s (1995) language understanding of the three-phase model. Through the questionnaire survey and interviews with 121 freshmen and sophomores, this dissertation concludes that the difficulty of listening comprehension for second language students lies mainly in the cognitive stage of spoken language materials, followed by the analytical phase and finally the use phase. The main findings are as follows: 1) Listening, word activation and attention problems are the reasons leading to the difficulty of perceived processing; 2) Limited memory capacity and connectivity inferences are the reasons leading to difficulties in the analysis stage; 3) Lack of illustration leads to some difficulties in the use phase. The author believes that to fully understand the law of cognitive process and to use a combination of pronunciation, semantics and context combined teaching methods, combined with strategy training, is an effective way to improve students’ listening comprehension.