1. Listening
In my experience, Spanish students often expect to understand EVERYTHING when they do a listening activity and as soon as they come across a word/expression they don't understand, they automatically stop listening and get stuck. Therefore, they miss the rest of the listening and finally they conclude that they haven't understood ANYTHING! Whether it's a basic activity or a film in the original version, they want to understand everything. Even when the activity is to understand the gist, they insist on understanding everything and get stuck in the minutiae. I'm sorry to say, understanding everything is simply unrealistic.
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If you understood EVERYTHING, you wouldn't need classes!
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Though it may be true that you don't understand a lot, you might understand much more if you didn't become blocked by that one thing you haven't understood, and kept trying to understand as much as possible instead of every single thing.
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Much of the students' (particularly Spanish students) inability to understand is psychological; you haven't understood one thing, so assume you can't understand.
So, I'd say the first obstacle is psychological. Stop expecting to understand everything and REJOICE in what you DO understand. English isn't an easy language to understand at any level, with its varying accents and even pronunciations according to country/region, so give yourself a break. Be happy that you understood something and keep trying to improve on that.
2. Speaking
Secondly, to understand better, I think students need to speak better, or more like native speakers.
Of course, you're a student, not a native speaker so how can I expect you to speak like a native? I don't, but I expect you to try! Native Spanish speakers tend to pronounce every syllable (ve-ge-ta-ble; com-for-ta-ble, in-te-res-ting) and leave spaces between each and every word, but native English speakers don't.
The following are just 4 problems that can make it difficult for learners to understand spoken English:
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Our intonation focuses on the important words in a sentence, meaning we don't emphasize words like prepositions, articles, etc.
Example: When can you come to talk about the problem?
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We elide our words when one word ends in a consonant and the next in a vowel.
Example: I didn't ask you to make a cake at the weekend?
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We contract. A lot!
Example: I'd've come sooner, but it's not my turn to work today.
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Sometimes we don't even pronouce letters in the way students are taught, but this is often a more regional problem.
Example: bottle of water= bo''le of wa'er; mother= muver; have= 'ave; grass=grarse (southern England)
If learners are aware of these problems and try to replicate this way of speaking (especially points 1-3), it will then become easier for them to understand. Students often say that the speaker speaks too quickly, but in many cases the real problem is not the speed, but how we speak.