Research into peer interaction continues to grow and new findings with new designs have been reported. However, there remain theoretical and methodological issues that replication studies can address. In this article, I first discuss theoretical frameworks that have been used to investigate peer interaction, namely, interactionist, sociocultural, and psychological. I explain that, regardless of theoretical frameworks, peer interaction effectiveness has been at least partly accounted for by the ways in which learners temporarily shift their attention to linguistic issues during meaningful interaction, via peer feedback or language-related episodes (LREs). Current research also suggests that learner attitudes mediate this interactional behavior. To fill the gaps in this issue, I make methodological suggestions for replication research of Adams, Nuevo, & Egi (2011) and Philp, Walter, & Basturkmen (2010), including intervention materials, transcript analysis, statistical design, and internal validity control. I conclude the paper with pedagogical implications that may arise from replication studies.

对同伴互动的研究继续增长，并且已经报道了具有新设计的新发现。然而，复制研究仍然可以解决理论和方法问题。在本文中，我首先讨论了用于研究同伴互动的理论框架，即互动主义者、社会文化和心理学。我解释说，无论理论框架如何，同伴互动的有效性至少部分归因于学习者在有意义的互动中通过同伴反馈或语言相关事件 (LRE) 暂时将注意力转移到语言问题上的方式。目前的研究还表明，学习者的态度调节了这种互动行为。为了填补本期的空白，我对亚当斯的复制研究提出方法论建议，Nuevo, & Egi (2011) 和 Philp, Walter, & Basturkmen (2010)，包括干预材料、成绩单分析、统计设计和内部有效性控制。我用复制研究可能产生的教学意义来结束这篇论文。