本論文旨在探討臺灣國中生英語聽力的困難問題。本文從三個方面進行研究：一、國中生英語聽力困難問題的總體分析；二、高能力者與低能力者在聽力困難問題上的異同；三、從老師和學生的觀點研究國中生的英語聽力困難問題。研究對象包括桃園一所公立中學9年級11個班級中366個學生及17位英語老師。本研究工具為全民英檢聽力測驗，聽力困難問卷以及聽力困難訪談大綱。本研究的主要發現如下： 一、在五種影響聽力困難的因素中，學生認為最常見的因素為聽力文本，聽者本身為其次，接著依序為聽力任務、說話者因素，最後為聽力過程。在文本因素中，聽力困難主要來自於不熟悉的片語。在聽者因素中，聽者本身文法知識的不足是聽力困難最主要的原因。在聽力任務中，聽完後需要學生做聽寫是比較困難的。在說話者因素中，說話者速度是主要的聽力理解障礙。在聽力的過程中，學生最常遇到的問題在於無法將一連串的內容分成有意義的段落。調查問卷的44個分項中，學生認為他們所遇到的最常見英語聽力困難中文本因素佔大多數，而聽者因素其次，最常見的困難為不熟悉的片語，其次為不熟悉的單字與文法的不足。 二、高能力者與低能力者遇到的聽力困難有顯著性的差異。大致上的區別為，影響高能力者聽力的最主要因素為聽力文本，而影響低能力者的主因為聽者本身的因素，且高能力者遇到的聽力困難比低能力者顯著來得少。最常見英語聽力困難中，高程度者認為在文本方面無法重複聽為最大的困難，然而對低程度者而言，聽者本身的文法不足是導致聽力困難最主要的原因。三、以教師與學生觀點來說，兩者對學習者所遇到的聽力困難的認知有顯著性的差異。大致上的區別為，教師認為造成學生聽力困難的主因為聽者本身的因素，而學生認為文本因素為影響聽力困難的最主要障礙。最常見英語聽力困難中，教師認為說話者的語速為主要困難，然而學生認為文本中不熟悉的片語是導致聽力困難最主要的原因。最後，本論文指出研究限制以及對未來相關研究之建議提出說明。 / The purpose of the present study is to investigate junior high school students' listening comprehension difficulties. This study is mainly concerned with three aspects: (1) the overall difficulties that student encountered in junior high school; (2) the similarities and differences in listening difficulties between high achievers and low achievers; (3) the differences in the perspectives on students' listening problems between students and teachers. This thesis research was based on the data analysis of 366 ninth-graders from 11 odd-numbered class and 17 English teachers at a public junior high school in Taoyuan. The findings of the study were summarized as follows: (1) among five factors, the text factor held the highest frequency followed by the listener, task, speaker, and listening process. For text factor, the main difficulty emerged from unknown phrases and unknown words. For listener factor, weak grammar was identified as the foremost difficulty. For task factor, the task demanding dictation arose most difficulty. For speaker factor, the speech rate was the main obstacle. For listening process, the students suffered from the perception problem that they could not chunk streams of speech into meaningful segments. Among listeners’ top ten difficulties in taking a listening comprehension test, six of them were categorized into text factor, and five were classified into listener factor. (2) There were highly significant differences in listening difficulties between the effective and the ineffective listeners. The difficulties the effective listeners met with were fewer than those ineffective listeners encountered. The effective listeners in this study met with listening comprehension problems in text factor more frequently than the other factors; however, the ineffective listeners encountered difficulties in listener factor most often. Among the top ten listening difficulties, the foremost difficulty for the effective listeners was unrepeated materials, and for the ineffective ones was weak grammar. (3) Overall, the teachers’ perceptions about their students’ listening difficulties are significantly different from the students’. Specifically, there were significant differences in the perspectives between the teachers and the students in the factor of listening process and listener. The teachers reported that their students encountered listening difficulties in the listener factor most often, whereas the students indicated that the text factor was the hugest barrier to their listening. Among the top ten students’ listening comprehension problems, the individual difficulty with the highest mean acquired by all of the students was the text with unknown phrases (text factor) However, the foremost listening problem from the teachers’ perspectives was the fast speed rate of the speaker (speaker factor). Based on the findings of the present study, pedagogical implications and suggestions were provided at the end of the thesis.