In this paper, the author will explore the dilemma of phonetics teaching courses in English-related majors in domestic colleges and universities from a psycholinguistic point of view. This paper used interviews and questionnaires as research methods. By interviewing an experienced lecturer in the university to obtain the latest information on phonetics teaching, a questionnaire on phonetics teaching was set up to examine the mastery and level of the course content of students in colleges and universities. Inflexible models of phonetics teaching, poor teaching quality and mastery of pronunciation theory and practice by students, insufficient hours of practice after class, and the presence of language learning anxiety are found in the research. The author put forward relevant suggestions by applying the output hypothesis, interactive hypothesis, and intrinsic and extrinsic motivation linked to the foreign language learning anxiety disorders in psycholinguistics in combination with practical considerations to help improve the quality of teaching and English-related majors’ proficiency in their fields.
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