本研究是一项对王初明（2015）所做的读后续写中互动协同效应研究的近似复制研究。王初明（2015）利用有声思维方法探究了读后续写任务中互动协同效应的促学机理。本复制研究重复了原研究的数据收集方法，但改变了目标语言，并且引入了情境模型理论，为数据分析提供了一个更系统的分析框架。本复制研究的结果极大程度地验证了原研究结果，并得到了进一步的差异化发现。此外，原研究关于读后续写中互动协同的促学机理还有待进一步深入研究。

The present paper reports on an approximate replication of Wang’s (2015) study on the interactive alignment in continuation task. Wang (2015) investigated how the interactive alignment works in promoting foreign language learning in continuation tasks with think-aloud method. The replication study duplicates the data collection methods of the original study, but alters the target language and draws situation model theory in data analysis for a more comprehensive and systematic analysis. The results of the replication study largely confirm Wang’s results, and introduce some further differentiated findings. It is concluded that the original study’s concern with the mechanism of interactive alignment in continuation task should be investigated in greater detail.