国际二语自我调节学习研究二十年回顾：基于文献计量与范围综述的融通方法

doi:10.3785/j.issn.1008-942X.CN33-6000/C.2024.01.048

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摘要创新运用文献计量与范围综述相融合的方法，揭示出近二十年来国际二语自我调节学习研究的现状及其不足。在理论层面，自我调节学习存在概念界定不清及相关术语使用混淆两大问题。此外，现有研究以社会认知理论为主导，缺乏从多元理论视角对自我调节学习的深入探究。在研究群体上，多聚焦高等教育阶段的外语学习者，而对不同年龄段和文化背景下学习者的自我调节机制了解不足。在研究话题上，主要集中在写作任务情景，而对听力、阅读、口语及词汇等其他语言技能的自我调节学习过程探讨不足。在研究方法上，主要是问卷调查和访谈，缺乏对自我调节学习过程和能力发展的历时研究。因此，未来研究需要厘清自我调节学习的概念内涵；拓宽理论视角；扩大研究对象范围；全面探讨不同语言技能的自我调节学习过程；开展实验和历时性追踪研究，运用多种方法收集过程性数据，以便深入了解二语自我调节学习的过程和发展轨迹，为二语教学提供更为有益的指导。

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	滕琳
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关键词 ：自我调节学习, 二语/外语, 文献计量, 范围综述, 可视化分析

Abstract：The present study conducted a synthesized review of the literature on SRL in L2 settings over the past two decades. Drawing upon the Web of Science Core Collection database, this study initially employed bibliometrics to conduct a visualization analysis of 195 research papers on SRL in L2 contexts from 2005 to 2023. This analysis systematically examined the publication trends, research hotspots, and core authors. Then, using a scoping review approach, this study scrutinized 63 core empirical articles to further explore theoretical frameworks, research contexts, research scopes, and methodologies. The key findings are summarized as follows: (1) Research on SRL in L2 settings has developed into an essential topic with prolific studies on a range of themes; (2) Theoretical challenges arise from the ambiguous definition of SRL and terminological inconsistencies. The preponderance of sociocognitive theory in the literature restricts a multifaceted examination of SRL in L2 settings; (3) Most studies focus on tertiary-level participants, neglecting learners from diverse cultural backgrounds and age groups; (4) The bulk of empirical research focuses on L2 writing, with limited exploration of other language skills like reading, vocabulary, listening, and speaking among others; (5) Cross-sectional design is widely used with quantitative methods for data collection, while experimental or longitudinal studies are in urgent need. Recommendations for future studies are proposed, including extending theoretical frameworks to encompass sociocultural theory, language ecology, or complex dynamic systems theory， with a hope in broadening the research topics, such as exploring SRL of L2 across various linguistic proficiencies and sociocultural/educational backgrounds, or conducting longitudinal studies using various research methods to trace the development of SRL.

Key words： self-regulated learning second/foreign language bibliometrics scoping review visualization analysis

收稿日期: 2024-01-04

基金资助:浙江省哲学社会规划项目成果（22JQN07YB）

作者简介: 滕琳（https：//orcid.org/0000-0001-7488-6551），女，浙江大学外国语学院语言与翻译系教授，博士生导师，应用语言学博士，主要从事应用语言学、二语写作、自我调节、教育心理研究；杨玉鑫（https：//orcid.org/0009-0008-4137-0063），女，浙江大学外国语学院博士研究生，主要从事自我调节学习、二语写作研究、多模态研究；张雨阳（https：//orcid.org/0000-0001-8488-6010），女，浙江大学外国语学院博士研究生，主要从事自我调节学习的认知加工过程、双语认知与加工以及基于眼动技术的双语阅读研究；内森·托马斯（https：//orcid.org/0000-0002-3245-8572），男，伦敦大学学院应用语言学中心讲师，应用语言学博士，主要从事学习策略、自我调节研究；张军（https：//orcid.org/0000-0003-1025-1746）（通信作者），男，奥克兰大学教育学院教授，博士生导师，应用语言学博士，主要从事应用语言学、二语写作研究；

引用本文:

滕琳, 杨玉鑫, 张雨阳, 内森·托马斯, 张军. 国际二语自我调节学习研究二十年回顾：基于文献计量与范围综述的融通方法[J]. 浙江大学学报(人文社会科学版), 2024, 54(4): 145-160. Teng Lin, Yang Yuxin, Zhang Yuyang, Nathan Thomas, Lawrence Jun Zhang. Self-regulated Learning in Second Language Education: A Synthesized Method of Bibliometrics and Scoping Review. JOURNAL OF ZHEJIANG UNIVERSITY, 2024, 54(4): 145-160.

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https://www.zjujournals.com/soc/CN/10.3785/j.issn.1008-942X.CN33-6000/C.2024.01.048 或 https://www.zjujournals.com/soc/CN/Y2024/V54/I4/145

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