本論文旨在探討臺灣國中生英語聽力自我效能、英語聽力能力與英語聽力困難的關係，期能作為臺灣英語教育者教學與研究參考。
本研究採問卷、測驗與訪談方式，共回收109份有效問卷，訪談20位台北市某國中8年級學生。受試學生須填寫英語聽力自我效能量表，進行全民英檢初級聽力測驗，於測驗後完成英語聽力困難問卷。研究者並訪談英語聽力自我效能與聽力能力均偏高或偏低之學生，探討其面對英語聽力困難之因應策略。
研究結果顯示：此群國中生英語聽力自我效能高，英語聽力能力與英語聽力困難皆低。英語聽力自我效能高之學生的聽力困難顯著低於自我效能低之學生，且英語聽力能力高之學生的聽力困難亦顯著低於聽力能力低之學生。音量大小為唯一無法區分英語自我效能高低學生的聽力困難；而音量大小與CD品質或噪音則無法區分英語聽力能力高低學生。英語聽力能力較低者英語聽力困難顯著高於英語聽力能力較高者。無法抓到重要細節、忽略語句的關聯性、因為前面聽到的訊息無法理解或來不及處理影響後續的理解、說話者速度過快、在腦海中把英語翻成中文而來不及聽後面的內容、一字多義的單字、不認識的單字、困難文法結構、未能善用重複訊息或停頓、連音或省略音、內容主題不熟悉、聽力內容沒有興趣、沒有信心等為英語聽力能力較低學生之明顯困難。
受訪學生提出重播CD、跟著唸、查字典、聽重要概念或關鍵字、作筆記、聽上下文猜、把聽到的英文翻成中文、放輕鬆、問說話者或其他人、請對方說慢一些、請老師提高CD音量等策略。測驗時，學生先看題目、選聽到的單字、劃掉不會的、作筆記、對不會的試題做記號、在題目播放間隔時寫答案、小心別劃錯卡。學生也聆聽英文節目、與外國人聊天、背單字訓練聽力。
盼本研究結果能提醒臺灣英語教師重視學生英語聽力困難、提升學生英語聽力能力與英語聽力自我效能，以幫助學生英語聽力學習。

The study aims at exploring the relationship of English listening self-efficacy, English listening proficiency, and English listening difficulty. It is hoped that English language educators could probe more into students’ English listening difficulty and English listening self-efficacy.
The study employs questionnaires, tests, and interviews. The subjects of the study filled out the English listening self-efficacy scale, did the elementary-level GEPT listening test, and finally answered the English listening difficulty questionnaire. The researcher gathered 109 valid questionnaires and interviewed 20 students who were either both high or both low in English listening self-efficacy and English listening proficiency for their strategies when encountering English listening difficulty.
The result shows that these junior high schools students are high in English listening self-efficacy and low in English listening proficiency and English listening difficulty. High English listening self-efficacy (HS) students report significantly lower listening difficulty than low English listening self-efficacy (LS) students; students with high listening proficiency (HL) also demonstrate significantly lesser degrees of English listening difficulty than students of lower listening proficiency (LL). The volume of the input is the only difficulty that fails to distinguish HS and LS students. The volume of the input as well as the quality of CDs and existence of noise are the listening difficulty that do not differentiate the HL and LL students. The LL students encounter significantly more English listening difficulty than the HL students. Inability to catch important details, ignorance of sentence connections, incomprehension or no time to process the previous parts that lead to difficulty of latter comprehension, fast speech, words with multiple meanings, too many unknown words, difficult grammatical structures, failure to use repeated message or pauses, linking or omission, unfamiliar topics, and no confidence are particular difficulty of the LL students.
Students interviewed point out the replaying of CDs, repeating the heard inputs, looking up new words, listening to main ideas or key words, taking notes, guessing through contexts, translating the English inputs into Chinese, relaxing, asking the speaker or others, asking the speaker to speak slower, and asking teachers to turn up the volume as strategies. During English listening tests, they read the test items before listening, choose heard words, cross out unknown words, take notes, mark difficult items, write answers during pauses, and be careful not to draw on the wrong blank. The students also listen to English programs, talk to foreigners, and memorize vocabulary to help improve their English listening ability.
It is hoped that the study could remind teachers of students’ English listening difficulty and boost students’ English listening proficiency and English self-efficacy to facilitate students’ English listening.

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