辽宁师范大学硕士学位论文摘要语法是初中英语学习的关键。
而学习语法面临两个重要的问题，一是老师该如何教，二是学生该如何巩固。
传统语法教学只注重传授语言规则，课堂枯燥乏味，导致学生厌学；而交际法过分强调语义，忽视基本的语言规则，导致学生语法基础差。
基于此，兼顾语言规则与意义的Rod Ellis语法教学模式或可解决如何教的问题。
但在当今初中实际教学中，在“减负”背景下，教师不敢多留作业，学生的课后练习做得太少，容易造成学后即忘的结果。
解决如何巩固的问题，或可在Ellis,N.C频次理论中找到答案。
本文正针对“如何教”与“如何巩固”这两大难题，尝试把Rod Ellis语法教学模式与Ellis,N.C频次理论结合，试图探索一条高效的学习初中英语语法之路。
本研究围绕了两个核心问题进行：（1）Rod Ellis语法教学模式对初中生的语法学习兴趣及初中生语法成绩产生什么影响?（2）课后语法成绩与语法的频次练习次数呈现何种规律?为此作者选取山西省朔州市某中学八年级的两个平行班（控制班，实验班）进行了为期14周的教学实验。
实验前通过前测确定两班英语水平大体相当，并对实验班进行前问卷调查。
实验中，第一步，实验班采用Rod Ellis语法教学模式，控制班采用传统语法教学法，教学结束后对两班进行语法测试。
第二步，实验班进行适量的频次练习，控制班不进行此类练习；实验后对两班成绩进行后测，并对实验班追加后问卷调查。
通过SPSS19.0对所获实验数据进行分析。
实验结果表明：相较传统语法教学，Rod Ellis 语法教学模式更受学生的欢迎，更能激发学生学习语法的热情，且使学生的语法成绩有所提高。
在实验班进行频次练习后，开始时学生的语法成绩与练习频次成正相关，但在练习频次达到3周时，学生掌握语法效果最佳，之后呈现负相关。
关键词：Rod Ellis语法教学模式；频次效应；语法教学IA Study on the Application of Frequency Effects Based on Rod Ellis’Grammar Teaching Model in JuniorHigh School English Grammar InstructionA Study on the Application of Frequency Effects Based on Rod Ellis’Grammar Teaching Model in Junior High School EnglishGrammar InstructionAbstractEnglish grammar is an important part in junior high school English instruction.However, there are two crucial tasks in the process of grammar learning.One is“how to teach”for teachers;the other is“how to consolidate what have been taught”for students.For grammar teaching,the traditional grammar teaching only focuses on language rules which makes the grammar class boring and students tired of grammar learning.However,the Communicative Method overemphasizes language meaning and ignores basic language rules,which contributes to students’poor grammar foundation.Hence it is a researcher’s task to explore a more effective way for teachers to teach grammar and a better way for students to consolidate what they have just learned.Rod Ellis’Grammar Teaching Model which integrates language rules with meaning may prove to be a possible way to solve the problem of“how to teach”. Meanwhile,under the situation of“alleviating study load of students”,teachers are forced to give students less exercises than they should do,as a result students do less practice after class and easily forget the knowledge they have just learned.What will prove to be the best frequency point for students to do exercises after class?To solve this problem,frequency theory has caught the attention of researchers.This paper aims at solving two problems of “how to teach”and“how to consolidate”at the same time.Thus the author tries to combine Rod Ellis’Grammar Teaching Model with Ellis,N.C’s frequency effects to find an efficient way for teachers to teach and a better way for students to do the right amount of exercises in English grammar instruction in junior high school.This study focuses on two basic issues:1.What is the effect of the application of Rod Ellis’Grammar Teaching Model on junior high school students’learning interest and their grammar performance in English?2.What is the correlation between students’grammar performance and the frequency of students’grammar exercises?The author selects two parallel classes(control class,experimental class)of a certain middle school in Shuozhou,Shanxi Province and conducts an experiment for14weeks. Before the experiment,the pre-test is done to ensure the English levels of two classes are almost the same and the pre-questionnaire is conducted in EC.In experiment,at the first step, Rod Ellis’Grammar Teaching Model is adopted in EC,traditional teaching model is used in CC.After teaching,a test is conducted in both EC and CC.At the second step,appropriate frequency practices are done in EC,meanwhile,none frequency practice is done in CC.AfterII辽宁师范大学硕士学位论文experiment,the post-test is conducted in both EC and CC,meanwhile,a post-questionnaire is given in EC.All the data collected are analyzed by SPSS19.0.The results show that compared with traditional teaching method,Rod Ellis’Grammar Teaching Model is more effective and students’enthusiasm in learning English grammar is aroused and their grammar performance are a bit improved.After doing frequency practice in EC,there is a positive correlation at first. But when the times of frequency practice reaches as long as three weeks,students’grammar performance is at the best.However,later if frequency practice is continued,students seem to get bored with the practice and in time the negative correlation appears.Key words:Rod Ellis’Grammar Teaching Model;Frequency Effects;Grammar TeachingIIIA Study on the Application of Frequency Effects Based on Rod Ellis’Grammar Teaching Model in JuniorHigh School English Grammar InstructionContents摘要 (I)Abstract (II)1Introduction (1)1.1Background of the Study (1)1.2Purpose and Significance of the Study (2)1.3Structure of the Thesis (3)2Literature Review (5)2.1Overview of Rod Ellis’Grammar Teaching Model (5)2.1.1The Definition of Rod Ellis’Grammar Teaching Model (5)2.1.2The Aim of Rod Ellis’Grammar Teaching Model (5)2.1.3The Principle of Rod Ellis’Grammar Teaching Model (6)2.1.4The Procedure of Rod Ellis’Grammar Teaching Model (8)2.1.5Related Studies on Rod Ellis’Grammar Teaching Model Abroad and atHome (8)2.2Overview of Ellis,N.C’s Frequency (11)2.2.1The Definition of Frequency (11)2.2.2Ellis,N.C’s Frequency (11)2.2.3Related Studies on Frequency Effects Abroad and at Home (12)2.3The Significance of Integration of Rod Ellis’Grammar Teaching Model withEllis,N.C’s Frequency (14)2.3.1The Integration of“Input”with“Output” (14)2.3.2The Combination of“How to Teach”with“How to Consolidate” (14)2.3.3Saving both Teachers’and Students’Limited Time (14)3Research Methodology (16)3.1Research Questions (16)3.2Subjects (16)3.3Instruments (17)3.3.1Tests (17)3.3.2Questionnaires (17)3.4The Implementation of the Teaching Experiment (18)3.4.1Pre-experimental Stage (18)3.4.2Experimental Stage (19)3.4.3Post-experimental stage (32)3.5Data Collection (33)4Data Analysis and Discussion (34)4.1The Data Analysis of Teaching Experiment of Rod Ellis’Grammar TeachingModel in Grammar Class (34)IV辽宁师范大学硕士学位论文4.1.1The Data Analysis of Pre-test in EC and CC (34)4.1.2The Data Analysis of Pre-questionnaire in EC (35)4.1.3The Data Analysis of Post-questionnaire in EC (37)4.1.4The Data Analysis of the First Test for Comparing the Effect of theTwo Different Teaching Methods in EC and CC (38)4.2The Data Analysis of Tests on Three Grammar Items for Frequency Effects inEC (39)4.2.1The Data Analysis of Tests on Simple Present Tense (39)4.2.2The Data Analysis of Tests on Present Passive Voice (41)4.2.3The Data Analysis of Tests on Attributive Clauses with“That” (42)4.3The Data Analysis of Post-test in EC and CC (44)4.4Discussion (45)4.4.1Discussion on Rod Ellis’Grammar Teaching Model in EC (45)4.4.2Discussion on Frequency Effects in EC (45)4.4.3Discussion on Frequency Effects Based on Rod Ellis’GrammarTeaching Model (46)5Conclusion (47)5.1Major Findings of the Study (47)5.2Implications of the Study (48)5.3Limitations of the Study (49)5.4Suggestions for Future Researchers (49)References (51)Appendix A Pre-test (54)Appendix B Post-test (60)Appendix C Pre-questionnaire (63)Appendix D Post-questionnaire (64)Appendix E Simple Present Tense (65)Appendix F Present Passive Voice (77)Appendix G Attributive Clauses with“That” (89)Acknowledgements (101)V辽宁师范大学硕士学位论文1IntroductionIn this chapter,it mainly introduces the background and purpose and significance of the study on application of frequency effects based on Rod Ellis’Grammar Teaching Model in junior high school English grammar instruction.Meanwhile,the author provides the structure of the thesis.1.1Background of the StudyIn the process of English teaching,grammar teaching has aroused much debate,such as how can grammar be taught best by teachers?how is it consolidated best by students?Is there any need to teach grammar?how can it be taught effectively so as to improve students’language ability?These issues are getting even hotter since New English Curriculum Standards have been issued.Ellis,N.C,a famous linguist,once pointed out that frequency is the decisive factor in language learning(Ellis,2002:144).Under the current circumstances,students are either stressed under heavy burden of homework and exercises in and after school,in certain junior high schools,or under the circumstances of reducing students’study load in others.It is likely for them to go from one extreme to the other.However,as is well known,after each new grammar item is taught in grammar instruction,some practice need to be done for consolidation.But it does not mean that the more,the better for junior high school students who lack patience.If teachers ask students to do too many exercises,too much repetition will easily make them feel bored about learning and lead to negative learning results.But if teachers ask them to do less than students should,they will easily forget that they have just learned.Hence,what is the appropriate frequency for students to do exercises,is a new issue. What should be done to reduce teachers workload and students’learning burden in class is a big problem.We assume that there might be a point in students’practice when learner’s mastery of certain grammar items is at the best,in the same way just as fruits are timely ripe, not unripe,not rotten.So that frequency point of doing exercises is worthy of studying for both teachers and learners.But if you expect to get the best learning results in grammar class, first we need to find out a best teaching method.In English Syllabus for Nine-Year Compulsory Education Full-Time Junior Middle School,it states clearly:“Through the training of listening,speaking,reading and writing, students are required to acquire the basic English knowledge and the ability to use English properly”.Therefore,English researchers and teachers should try to use various methods to teach English grammar,but each method has its own limitations.Only with one method, sometimes teachers cannot achieve the best effect of grammar teaching.So,in order to solve the problem of“how to teach”,Rod Ellis’Grammar Teaching Model is adopted.It is a new teaching model that emphasizes both language rules and language meaning.Its main purpose is to enhance students’grammar awareness that makes learners pay attention to the form of1A Study on the Application of Frequency Effects Based on Rod Ellis’Grammar Teaching Model in JuniorHigh School English Grammar Instructiontarget language consciously.However,many English researchers and teachers have found that good teaching models have some effects on promoting students’understanding of certain grammar items,but how to make students grasp and use them firmly and properly in daily life is a headache for teachers.Under the circumstances of both“Alleviating Burdens on Students”and New Curriculum Standard,students are only supposed to do certain amount of grammar exercises in and after class.However,the less and less amount of grammar practice directly leads to the weakness of students’grammar foundation and deterioration of students’basic language skills. In order to solve the problem of“how to consolidate”,frequency theory catches due attention of educators and teachers.According to the definition of Richards et al,frequency refers to the number of times that a language item appears in a language segment or language material. One’s proficiency of language does not depend on his abstract language rules,but depends on his brain’s memory of a large number of language examples.Domestic scholars believe that frequency effects also plays an important role in the process of language learning.Learning language skills is the same as learning other skills.Without a lot of repeated practices,it’s difficult for students to gain language proficiency only by acquiring declarative knowledge. Frequency effects permeates all areas of language learning and people process different language items by frequency effects.Under the influence of frequency effects,language rules is presented continuously by adjusting and strengthening the various connections among various language elements,so as to help learners succeed in language learning(Zhou Dandan, 2014).Based on the current situation of English grammar teaching of junior high school,in this paper the author tries to find an innovative way to solve“how to teach”for teachers and“how to consolidate grammar items”for students by frequency effects based on Rod Ellis’Grammar Teaching Model,bining Rod Ellis’grammar teaching model with Ellis,N.C’s frequency theory.1.2Purpose and Significance of the StudyAs a foreign language,English plays an important role in students’study.Grammar is the essential content in English.Therefore,the teaching and learning of English grammar is always the key for students’in their English learning.With the implementation of the New Curriculum Reform,teachers are also actively seeking the best teaching methods to facilitate the grammar teaching in class.But,out of teachers’expectation,what they find is that they work hard,but students receive poorly.Therefore,in recent years,teachers have been actively seeking a good and efficient teaching method that they can not only teach well,but also enable students to consolidate what they have learned well.Therefore,according to current situation,in this paper the author tries to apply Rod Ellis’Grammar Teaching Model to teach and use Ellis,N.C’s frequency theory to help students to consolidate grammar items and tries2辽宁师范大学硕士学位论文to find the best practice frequency in students’grammar learning and intends to achieve the following purposes in the study:1.To understand the interest of junior high school students in learning English grammar through the questionnaire and to understand the influence of Rod Ellis’Grammar Teaching Model on junior high school students’performance in English grammar learning through the pre-test and post-test at the end of term.2.Verify the correlation between the grammar effect taught by Rod Ellis’Grammar Teaching Model and the practice frequency through experiments and seek for the best frequency to avoid the negative correlation.Compared with the traditional grammar teaching method,Rod Ellis’Grammar Teaching Model is a fusion of various teaching methods.It avoids the disadvantage that traditional teaching method only emphasizes the language rules and it also takes into account of the disadvantage that a new teaching method only emphasizes the language meaning and ignores the language rules.From the perspective of developing students’grammar consciousness,not only can it help students to master grammar knowledge,but it can also improve students’abilities in using language.In addition,the English teaching in middle school is changing from the focus that students are encouraged to master language knowledge to the focus that students are supposed to use the language properly and correctly.Therefore,Rod Ellis’Grammar Teaching Model is a good teaching model for English teachers.At the same time, this study takes both teaching and consolidating into account and uses the Ellis,N.C’s frequency theory to help students consolidate better and seeks the best frequency point through practice frequency in class,instead of teachers feed grammar to students monotonously in class,which is in line with the concept of quality education under the New Curriculum Standard.This study mainly uses the combination of theoretical analysis and experimental verification to carry out experimental verification for the second year students of a certain middle school in Shuozhou city,Shanxi Province,with intention to prove the effect of the English grammar teaching and consolidating by combining Rod Ellis’Grammar Teaching Model with Ellis,N.C’s frequency theory.Therefore,this research may have certain practical significance for English grammar teaching in current middle schools.1.3Structure of the ThesisIn this study,the author attempts to conduct an experimental study of frequency effects based on Rod Ellis’Grammar Teaching Model in junior high school.It consists of five chapters.Chapter one provides a general introduction of the thesis which describes the background and purpose of the research and structure of the thesis.Chapter two is the literature review.This part mainly discusses Rod Ellis’Grammar Teaching Model which includes the definition,aim,principle,procedure of Rod Ellis’Grammar Teaching Model and related studies on Rod Ellis’Grammar Teaching Model,then3A Study on the Application of Frequency Effects Based on Rod Ellis’Grammar Teaching Model in JuniorHigh School English Grammar Instructionfollowed by some detailed descriptions of frequency effects which includes the definition of frequency,Ellis,N.C’s systematic explanation of frequency.After that it will present related researches on Frequency Effects both abroad and at home.Eventually it will deal with the significance of the integration of Rod Ellis’Grammar Teaching Model with Ellis,N.C’s frequency.Chapter three is the core part of the thesis,including research questions,research subjects,research instruments,research design,research procedures,including a detailed teaching procedure in EC which is based on the combination of Rod Ellis’Grammar Teaching Model and Ellis,N.C’s frequency and detailed samples of teaching plans in both EC and CC and then the data collection.Chapter four concentrates on data analysis and discussion.In this chapter,the data collected from questionnaires and tests will be analyzed by SPSS19.0.And a detailed description of the specific data will be given.Then the data are analyzed and the research results are discussed.Chapter five is the conclusion part of the whole thesis.First,it will present the chief findings of the teaching experiment,followed by implications of the study,the limitations of the study.Suggestions for further researchers will be given at the end of this part.4辽宁师范大学硕士学位论文2Literature ReviewIn this chapter,literature review is introduced.The first part is the overview of Rod Ellis’Grammar Teaching Model.It includes the definition,aim,principle,procedure and related studies of Rod Ellis’Grammar Teaching Model.The second part is the overview of Ellis, N.C’s Frequency.It includes the definition of frequency,Ellis,N.C’s Frequency and related studies on Frequency Effects abroad and at home.The third part is the significance of integration of Rod Ellis’Grammar Teaching Model with Ellis,N.C’s Frequency.2.1Overview of Rod Ellis’Grammar Teaching ModelIn this part,the definition,aim,principle,procedure of Rod Ellis’Grammar Teaching Model and related studies of Rod Ellis’Grammar Teaching Model abroad and at home.2.1.1The Definition of Rod Ellis’Grammar Teaching ModelFirst,Rod Ellis defined his concept of grammar teaching(Rod Ellis,2009),in a broader concept:grammar teaching involves any instructional technique that draws learners’attentions to some specific grammatical form in such a way that it helps them either to understand it meta-linguistically or process it in comprehension so that they can internalize it. It is also called“structural input task-based”.Traditional grammar is taught through output exercises,where students are asked to use a certain language rule to do a series of controlled or free exercises.Obviously,the traditional grammar teaching only emphasizes the function of output but ignores the function of input. However,from the perspective of second language acquisition,those who stick to modern grammar teaching believe that input practice is more effective than output monitoring.Based on this,Rod Ellis proposed the“structural input task-based”grammar teaching model for input practice.These tasks require students to do as follows:(1)listen to and read input materials that are specially designed and contain a large number of examples of target structures.(2)pay attention to the target structure consciously and understand its meaning. For example,in a structural input task,an article is removed from words in a passage that contain the target structure and students are asked to fill in the blanks.Rod Ellis argues that structural input tasks are verbal rather than written in the choice of grammar materials, meaning that students must listen to the text rather than read it.Because listening materials require students to deal with the grammar structure timely in real situations,which is exactly what is needed to help students master the grammar structure.In addition,by listening to materials,it also helps students to practice their listening abilities.2.1.2The Aim of Rod Ellis’Grammar Teaching ModelThe main purpose of Rod Ellis’Grammar Teaching Model is to enhance students’grammar awareness.Enhancing grammar awareness means,“make learners pay attention to the form of the target language consciously”.The term was first mentioned by Rutherford and5High School English Grammar InstructionShaiwood,Smith(1985:274).They raised this question because of students had problems in understanding and expressing of English after the promotion of Communicative Method.The fundamental purpose of cultivating student’s grammar awareness is to require students to pay attention to the correctness of their language that they are using,which requires students to pay attention to the accuracy of grammar.The prerequisite of turning input into intake is attention.It is a conscious process for a learner to compare the received language input with the output form of interlanguage.Improving grammar awareness helps learners to notice the features of language input and compare the language input with their own language output. The effect of improving grammar awareness on foreign language learning has been tested by many foreign studies.Gass(1989)believed that the focus on grammar will provide a shortcut for foreign language learning.Schmidt(1990)pointed out that no matter what method is adopted,it will be good for the learning projects as long as students pay attention to learning projects and have a positive attitude.Fotus(1993)used experiments to prove that getting students to pay attention to certain grammatical structures would make learning more consolidated.Grammar teaching is a good way to enhance student’s language awareness,and teachers should give some guidance.Rod Ellis(2002)pointed out that teachers should not only be the communicative partners of students,but should adopt corresponding training and learning so that teachers can improve their own skills and attract students’attentions to the form of language.2.1.3The Principle of Rod Ellis’Grammar Teaching ModelFor the grammar teaching model of“structural input task-based”,Rod Ellis puts forward three core principles:1.Second language learners should pay attention to both meaning and form.Modern second language acquisition theories suggest that grammar learning is more effective when learners focus on meaning rather than form,which is what Krashen advocated. However,contrary to Krashen’s view,modern second language acquisition theory also believes that for learners,a certain degree of attention to form is also necessary in learning. The problem is that learners have limitations in processing language.They find it is difficult to learn both meaning and form at the same time.So when they focus on meaning,they tend to neglect form.On the contrary,when learners focus on the form,as a result,their ability of understanding is reduced.For the above reasons,when learners learn a second language,they need meaningful tasks,meanwhile,teacher should try to give them opportunities to analyze the language form. In the materials designed by Rod Ellis,students first need to analyze and understand an article, then analyze how a particular grammatical form is used in the article.2.Learners can master the new grammar features through input,paying attention to, understanding and enough output exercises,which is more effective than only doing a largenumber of output exercises.Traditionally,grammar is taught through output exercises.The teacher trains students by a series of controlled and free exercises.But the modern second language acquisition theory has changed and it advocates output is the result of language acquisition rather than the cause. So modern second language acquisition researchers tend to use input to teach grammar rather than output.Krashen believes that the way humans learn language is comprehensible input. So he thinks listening activities are nguage is learned through listening,not dialogue.It is not easy to acquire a second language by practicing dialogue too early.Krashen believes that language learning has a certain sequence.Learners choose the forms and rules of understandable language through input and discard the language they do not understand.Rod Ellis defines language input as“what a native speaker says to a second language learner or what a second language learner says to another second language learner.It is an interactive product.”Rod Ellis points out that input is the product of interaction and denies that language learning is only a process of passive absorption or one-way input,which is a supplement and correction to Krashen’s theoretical hypothesis.Tanaka(1996)provides evidence for the“input”theory in an interesting study.Tanaka chose two ways to teach Japanese high school students about relative clauses.One approach is to use input exercises and the other is traditional output exercises.Tanaka found that input exercises can help students to understand better and master the target structure.In other words, input exercises can help learners better analyze and process input and output,but output exercises cannot help students better understand target structure,it only has function in the process of output.For the specific operation of the input exercise,Rod Ellis proposed the grammar teaching model of“structural input task-based”,which required students to listen to and read a lot of materials containing target structure and teachers to design tasks to make students pay attention to these target structures consciously.3.The cultivation of learners’grammar awareness helps learners gradually master the grammar.Learners’mastery of grammar is not achieved overnight,instead it is a slow and gradual process.In fact,it should take months for learners to master a grammar structure.For this reason,no matter how well designed a grammar teaching program is,it is impossible to achieve immediate success.It indicates that grammar teaching should focus on cultivating students’awareness of how language rules operate rather than merely master the grammar structures.When the same grammatical structures are encountered again,learners who are conscious of them are more likely to recognize them.Therefore,the cultivation of grammar awareness can help stimulate learners’learning potential.It is like a crutch to help learners walk until they can walk without the crutch.So how can teachers cultivate learners’awareness of grammar structure?An easy way is to tell students how the grammar structure is constructed.Rod Ellis says,a more promising alternative is to provide students with the task of developing awareness.These tasks explain the grammatical phenomena and rules toHigh School English Grammar Instructionstudents and help them understand how these language rules are formed,then let them find their own understanding of the ing this method,students may exert their subjective initiative to find the rules by pared with the traditional spoon-feeding teaching model,students may become less dependent on teachers.In order to cultivate grammar awareness,Rod Ellis proposed two grammar teaching methods.(1)Method of discovery:focus learners’attention on understanding the meaning of special language rules and help learners absorb knowledge through input.In other words,it guides students to recognize and understand the grammatical features in the process of input.(2)Dominant knowledge method:Fotos(1984)conducted an experiment to observe whether the task-based teaching model of consciousness cultivation has any effect on Japanese college students,and if it has any effect,how effective it will be.Through the experiment,she found that student’s awareness of the language rules could be summarized through students’own understanding and teaching by teacher.Therefore,the task of grammar awareness has been upgraded to the task of cultivating language communication skills. According to the above research,Rod Ellis points out that the study of grammar awareness is very important in grammar teaching.2.1.4The Procedure of Rod Ellis’Grammar Teaching ModelIn order to integrate these principles into the grammar teaching materials,Rod Ellis designed the following steps for the“structural input task-based”grammar teaching model:(1)The“Listening”task:students listen to a passage and understand its meaning.(2)The“Discovering”task:students listen to the same material again,but some key points are left out and students are asked to fill in the blanks.(3)The task of“Activating Grammar Awareness”:teachers guide students to discover how the target grammar structure is constructed and used by analyzing the data provided by listening materials.(4)The“Test”task:students complete an exercise to check if they have understood the target grammar structure.(5)The“Output”tasks:teachers give students the opportunity to use the target grammar structure in their own sentences.The goal of the output task is to let students learn to explore the grammar structure and not just grasp the theory.Rod Ellis believes that the purpose of these grammar materials is not to teach grammar, but to help students improve grammar awareness and learn grammar.This is a valuable goal and is consistent with the current emphasis on communicative skills and learner’s autonomy.2.1.5Related Studies on Rod Ellis’Grammar Teaching Model Abroad and at Home 1.Related Research on Rod Ellis’Grammar Teaching Model Abroad。
