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h of the phonetic items in the NMET on high school phonetic teaching.With the expectation of digging out valuable discovery so that some useful suggestionscan be put forward to promote the beneficial backwash of the NMET on phoneticteaching, the thesis based on the backwash theories makes a detailed investigation and aspecific description about the backwash impact of the phonetic items in the NMET onEnglish teaching by employing the instruments of interview, questionnaires, classroomobservation and analyzing the phonetic items in the NMET (Shaanxi) since 2009. Theresearch subjects involve one test constructor of the phonetic items, 80 high schoolteachers and 519 students as well as 80 first year college students in Shaanxi Province.

Chapter 2 Literature Review

This chapter will first report a relevant theory on the development of Englishphonetic teaching to present its current teaching situation in the world. Then the studieson backwash will be reviewed for the purpose of discussing the effect of the phoneticitems in the NMET of Shaanxi Province on high school phonetic teaching.

2.1 The Development of English Phonetic Teaching and Its Current Situation
Since 1950s，phonetic teaching has experienced great changes, swinging with thestudies of second language learning and acquisition, as well as the development ofpedagogical theories. At present, it has laid its stress on ‘suprasegmental elements' suchas stress, rhythm and intonation instead of 'segmental elements' phoneme andwords sound. The approaches of listening and repeating, mechanical drills and errorcorrection, etc, have been replaced by meaningful and communicative practice. Thefollowing is the review of the theory and practice on phonetic teaching.

1) Second language phonetic teaching in 1950s-1960s
In 1950s-1960s，‘Mimicry and memorization' were popular approaches inlanguage teaching and learning. For phonetic teaching, teachers paid more attention tothe training of students' capabilities of listening，distinguishing and pronouncing. First，students were trained to listen and distinguish phonemes, then vowels, consonants,finally words and phrases. Such training would be repeated over and over again untilstudents could imitate the language samples given by teachers accurately (Murphy，2003). Any errors must be corrected in an instant.There exist disadvantages for this kind of ‘bottom-up’ teaching method ofphonetics. Firstly，the drill of 'Listen and repeat' largely relies on students' learninglanguage aptitude. If a student doesn't have a strong ability of discriminating mostphonetic category, it is hard for him to be an articulate and accurate speaker evenlistening and repeating for thousands of times (Kenworthy, 1987). Secondly，even though this approach can make students pronounce accurately after a-long-time simpledrill，it is not an easy task for them to transfer such ability into actual language use.Finally, strict error correction is likely to give too much pressure to students' learning,adding extra loads to their psychology, which will cause difficulties of phoneticlearning.

Chapter Three Research Design.......... 35-39
    3.1 Research Questions.......... 35
    3.2 Subjects ..........35-36
    3.3 Instruments.......... 36-37
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