<p>The competence of listening has recently become the focus of increased attention in primary school and German didactics and is being discussed in relation to diagnostics and the development and promotion of listening comprehension, among other things. An important point of reference here is the KMK educational standards, in whose interpretation the competence is closely linked to the receptive language skills of learners. This article takes up this connection and concretizes the mutual relationships by drawing on central constituents of listening and language comprehension aspects. These are then linked to empirical findings on language comprehension barriers in the form of misunderstanding or non-understanding, which were collected as part of the qualitative sub-study of an empirical research project based on the analysis of classroom videographies. On this basis, scientific and didactic implications for the listening discourse are derived, classified and discussed in terms of their significance for the diagnosis and development of listening comprehension skills. These findings focus on challenges in dealing with interrogative pronouns, vocabulary-related comprehension difficulties, the effects of contextual ambiguities and the sensitive use of temporal clauses.</p>