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.........32-34
Chapter 4 Results and Analysis .........34-72
    4.1 Results and Analysis of Teachers’ Questionnaire......... 34-49
    4.2 Results and Analysis of Students’ Questionnaires .........49-65
    4.3 Causes Analysis for Problems of English Phonetic Teaching.........65-66
        4.3.2 Lack in Correct and Proper Phonetic Input......... 66-68
        4.3.3 Poor Implementation of NCSFE......... 68-69
        4.3.4 Outdated Phonetic Teaching Methods .........69-72
Chapter 5 Suggestion for Application of the Textbook .........72-80
    5.1 Ensuring the Connection of Phonetic Teaching Content .........72-73
    5.2 Constructing A Good Environment for Phonetic Input......... 73-76
    5.3 Strengthening the Implementation of NCSFE......... 76-77
5.4 Renewing the Teachers’ Concept for English Phonetic Course Design......... 77-80

Conclusion

Go for It has been edited twice. The editors have collected various opinions andimproved the textbooks accordingly, which is praised by teachers. However, there are someproblems existed in the application of its phonetic teaching, and the teaching effect is far fromthe level-5 phonetic goal stipulated in NCSFE.The author also finds out that most of the students think it is difficult to learn phoneticswith the textbook. The high requirement of phonetics in the textbook makes some studentslose interest in the phonetic learning and influences their learning in listening, speaking andreading, which makes adverse effect on the teachers’ teaching and the students’ studying.Thus, the author takes the users of the textbook from four schools in Yueyang city as researchsubjects, makes a survey on phonetic teaching of the textbook Go for It.
According to the survey, the author discovers and confirms that there are many factorsthat may cause the present problems in the phonetic teaching: the disconnection of phoneticteaching content between primary school and junior high school, inadequate phonetic input,poor implementation of NCSFE, outdated teaching methods. According to the previousanalysis, the author thinks that some countermeasures should be taken: ensuring theconnection of phonetic teaching content between primary school and junior high school,optimizing teaching method, constructing a good phonetic input environment, strengtheningimplementation of NCSFE, renewing the teachers’ concept for English phonetic course design.At the end of this article, detailed implementing steps of phonetic teaching are listed.There are still something to be desired because of my limited ability and energy: Firstly,it needs further analysis on the problems of the phonetic teaching; Secondly, the survey onlyinvolves the teachers and students of Yueyang No.1 Middle School, Yueyang No.5 MiddleSchool, Redsun Middle School and Xushi Middle School, so it is impossible to reflect thewhole problems; Thirdly, the author failed to consider some special problems occurred in the practical application of the textbooks because of the inadequate interviews with the teachersand students; Fourthly, due to the limited space, the implementing steps of phonetic teachingonly concern about the outline instead o本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。