MITIGATING OBSTACLES IN ORAL PROFICIENCY AND AUDITORY PERCEPTION WITHIN ENGLISH LANGUAGE TEACHING: EMPIRICAL ANALYSIS AND METHODOLOGICAL INNOVATIONS

This research investigates the intrinsic difficulties English as a Foreign Language (EFL) students encounter when attempting to synchronize their listening and speaking capabilities. Despite achieving theoretical grammatical mastery, many learners remain paralyzed by a "communicative divide" in spontaneous dialogue. The study categorizes these impediments into phonological interference (connected speech), cognitive saturation during decoding, and the "affective filter" caused by performance-related stress. Through an experimental framework, the study validates that incorporating unscripted audio sources and the "Shadowing" technique significantly optimizes classroom outcomes. The findings conclude that a pedagogical shift toward prioritizing conversational flow and integrative skill-building is essential for cultivating authentic verbal interaction.本研究探讨了英语作为外语（English as a Foreign Language，EFL）学习者在尝试同步运用听说能力时所面临的内在困境。尽管许多学习者已掌握理论语法知识，但在自发对话中仍因“沟通鸿沟”而手足无措。本研究将这些阻碍分为三类：连续言语带来的语音干扰、听觉解码过程中的认知饱和，以及由表现相关压力引发的“情感过滤”。通过实验框架，本研究证实：引入非脚本音频素材与“影子跟读法（Shadowing）”可显著优化课堂教学效果。研究结论表明，转向优先关注会话流畅性与综合技能培养的教学范式，对于培育真实言语互动能力至关重要。