Abstract
The study explores perceived difficulties related to the legal English listening comprehension of the respondents. It investigates the differences related to listening comprehension between high-ability and low-ability listeners. The subjects in this study were 118 undergraduate law and police activity students learning in the Faculty of Public Security. The findings of the study indicated that the most difficult obstacle to listening comprehension was the lack of knowledge of legal English vocabulary. The least difficult factor was sequencing of information in a legal text. Some solutions are proposed to the problems. The significance of the study lies in its contribution to curriculum building. The paper formulates some implications for further research. DOI: http://dx.doi.org/10.7220/2335-2027.1.13
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