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本研究探讨了我国大学生英语课堂同伴互动中的学习调节及其与探究式交谈的关系。结果发现，学生同时采用自我调节、共同调节和社会共享调节调控个人或团队行为。三种调节类型均正向预测探究式交谈，其中，社会共享调节预测力最强。自我调节中的情绪调节、共同调节中的内容监控与情绪调节、社会共享调节中的任务理解和内容监控，均正向预测探究式交谈。社会共享调节和探究式交谈的比例尚有提升空间。研究结果对我国大学英语教学具有重要启示。
Abstract：This study explored the regulation of learning in peer interactions and its relationship with exploratory talk in Chinese college students’ English classrooms.The results showed that students regulated individual or group behaviors through self-regulation,co-regulation and socially shared regulation.All three types of regulations positively predicted exploratory talk,and socially shared regulation had the strongest predictive power.Emotion regulation in self-regulation,content monitoring and emotion regulation in co-regulation,and task understanding and content monitoring in socially shared regulation could positively predict exploratory talk.There was still room for improvement in the proportion of socially shared regulation and exploratory talk.The results of the study have important implications for college English teaching in China.
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国家社科基金项目“藏族学生汉、英心理词汇的动态网络结构模式研究”（编号：20XYY012）;国家社科基金项目“澳大利亚华裔新生代语言生活和中华文化认同研究”（编号：22XYY027）;;
教育部项目“语料库驱动下学术英语线上线下深度融合教学模式构建及应用研究”（编号：21XJA740007）的阶段性成果
基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2024.06.003
中图分类号:H319.3
引用信息:
[1]黎明,屈周琴.大学英语课堂同伴互动的学习调节及其与探究式交谈的关系研究[J].中国外语,2024,21(06):66-75.DOI:10.13564/j.cnki.issn.1672-9382.2024.06.003.
基金信息: