CoChat
Sign Up
Cited by 152Language, Discourse, Communication StrategiesEFL/ESL Teaching and LearningLinguistics and Language Analysis

Other-repetition as a resource for participation in the activity of playing a video game

Open access
MARSH, ARJA PIIRAINEN, TAINIO, LIISA·2009·The Modern Language Journal
DOI 10.1111/j.1540-4781.2009.00853.x
Open this paper in CoChat — free accountOpen PDF

Abstract

This article offers an empirically based contribution to the growing body of studies using Conversation Analysis (CA) as a tool for analyzing second/foreign language learning in and through interaction. Building on a sociointeractional view of learning as grounded in the structures of participation in social activities, we apply CA methods to examine the affordances offered by interaction during the activity of playing a video game for additional language learning. We focus on one type of interactional practice, lexical and prosodic repetition, as a recurring resource through which players attend to the game and collaboratively build their understanding and experience of game events. We argue that other‐repetition offers participants a resource for not only interpreting the game but also for engaging with the second language, analyzing it, and putting it to use in ways that enable players to display and develop their linguistic and interactional competence.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1111/j.1540-4781.2009.00853.x

Cites

5 of 5 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 47

  1. Belz, J. A., & Reinhardt, J. (2004). Aspects of advanced foreign language proficiency: Internet-mediated German language play. International Journal of Ap- plied Linguistics, 14, 324-362.
  2. Broner, M. A., & Tarone, E. (2001). Is it fun? Language play in a fifth-grade Spanish immersion classroom. Modern Language Journal , 85, 363-379.
  3. Brouwer, R., & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Ap- plied Linguistics, 1, 29-47.
  4. Bucholtz, M. (2002). Play, identity and linguistic repre- sentation in the performance of accent. In K. Hen- ning, N. Netherton, & L. Peterson (Eds.), Texas Linguistic Forum: Vol. 44. (pp. 227-251). Austin: University of Texas at Austin.
  5. Chaudron, G. (1988). Second language classrooms. Re- search on teaching and learning . Cambridge: Cam- bridge University Press.
  6. Cook, G. (2000). Language play, language learning . Ox- ford: Oxford University Press.
  7. Couper-Kuhlen, E. (1996). The prosody of repetition: On quoting and mimicry. In E. Couper-Kuhlen & M. Selting (Eds.), Prosody in conversation (pp. 366- 405). Cambridge: Cambridge University Press.
  8. Cromdal, J., & Aronsson, K. (2000). Footing in bilingual play. Journal of Sociolinguistics, 4, 453-457.
  9. Duff, P. (2000). Repetition in foreign language class- room interaction. In J. K. Hall & L. S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 109-139). Mahwah, NJ: Erlbaum.
  10. Eraut, M. (2000). Non-formal learning, implicit learn- ing and tacit knowledge in professional work. In F. Coffield (Ed.), The necessity of informal learning (pp. 12-32). Bristol, UK: The Policy Press.
  11. Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a "reconceptualised" SLA. Modern Language Journal , 91, 800-819.
  12. Gass, S., Mackey, A., & Pica, T. (1998). The role of input and interaction in second language acqui- sition: Introduction to the Special Issue. Modern Language Journal , 82, 299-307.
  13. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling . London: Routledge.
  14. Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489-1522.
  15. Goodwin, C. (2003). The semiotic body in its environ- ment. In J. Coupland & R. Gwyn (Eds.), Discourses of the body (pp. 19-42). New York: Palgrave Macmil- lan.
  16. Goodwin, C., & Goodwin, M. H. (1992). Context, activity and participation. In P. Auer & A. di Luzio (Eds.), The contextualization of language (pp. 77-99). Am- sterdam: Benjamins.
  17. G ünthner, S. (1996). The prosodic contextualization of moral work: An analysis of reproaches in "why" formats. In E. Couper-Kuhlen & M. Selting (Eds.), Prosody in conversation (pp. 271-302). Cambridge: Cambridge University Press.
  18. Hall, J. K. (2004). Language learning as an interac- tional event. Modern Language Journal , 88, 607- 611.
  19. Hopper, P. (1987). Emergent grammar. Berkeley Linguis- tics Conference, 13, 139-157.
  20. Hua, Z., Seedhouse, P., Wei, L., & Cook, V. (Eds.). (2007). Language learning and teaching as social inter-action. New York: Palgrave Macmillan.
  21. Hutchby, I. (2001). Conversation and technology. Cam- bridge: Polity Press.
  22. Jessen, C. (1999). Children's computer culture: Three es- says on children and computers. Odense, Denmark: Odense University Press.
  23. Kasper, G. (2004). Participant orientation in conver- sation-for-learning. Modern Language Journal , 88, 551-567.
  24. Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
  25. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural the- ory and the genesis of second language development. Oxford: Oxford University Press.
  26. Markee, N., & Kasper, G. (Eds.). (2004). Classroom talks: An introduction. Modern Language Journal , 88, 491-500.
  27. Mitchell, A., & Savill-Smith, C. (2004). The use of com- puter and video games for learning: A review of the literature. Retrieved October 27, 2008, from the Learning and Skills Development Agency Web site: http://www.lsda.org.uk/files/PDF/1529.pdf
  28. Mondada, L., & Pekarek-Doehler, S. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. Modern Language Journal , 88, 501- 518.
  29. Mori, J. (2007). Border crossings? Exploring the inter- section of second language acquisition, conversa- tion analysis, and foreign language pedagogy. Mod- ern Language Journal , 91, 849-862.
  30. Norrick, N. R. (1987). Functions of repetition in conver- sation. Text, 7 (3), 245-264.
  31. O'Connor, M., & Michaels, S. (1996). Shifting partici- pation frameworks: Orchestrating thinking prac- tices in group discussion. In D. Hicks (Ed.), Dis- course, learning and schooling (pp. 63-103). New York: Cambridge University Press.
  32. Raudaskoski, P. (2003). TV-reception som en ressource for udvikling af tv-programmer og nye medier [TV reception as a resource for developing tv pro- grammes and new media]. In B. Asmuß & J. Steen- sig (Eds.), Samtalen på arbejde. Konversationsanal- yse og kompetenceudvikling (pp. 309-330).
  33. Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies during the "silent period." Journal of Child Language, 15, 567- 590.
  34. Schmitt, N., & Carter, R. (2004). Formulaic sequences in action: An introduction. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 1-22). Amsterdam: Benjamins.
  35. Schott, G., & Kambouri, M. (2006). Social play and learn- ing. In D. Carr, D. Buckingham, A. Burn, & G. Schott (Eds.), Computer games: Text, narrative and play (pp. 119-148). Cambridge: Polity Press.
  36. Skehan, P. (1998). A cognitive approach to language learn- ing . Oxford: Oxford University Press.
  37. Spitulnik, D. (1997). The social circulation of media discourse and the mediation of communities. In A. Duranti (Ed.), Linguistic anthropology: A reader (pp. 95-118). Malden, MA: Blackwell.
  38. Squire, K. (2003). Video games in education. Interna- tional Journal of Intelligent Games and Simulation, 2, 49-62.
  39. Suchman, L. (1987). Constituting shared workshapces. In Y. Engeström & D. Middleton (Eds.), Cogni- tion and communication at work (pp. 35-60). Cam- bridge: Cambridge University Press.
  40. Suchman, L. (2000). Making a case: "Knowledge" and "Routine" work in document production. In P. Luff, J. Hindmarsh, & C. Heath (Eds.), Work, in- teraction and technology (pp. 29-45). Cambridge: Cambridge University Press.
  41. Sullivan, P. (2000). Playfulness as mediation in commu- nicative language teaching in a Vietnamese class- room. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 115-132). Oxford: Oxford University Press.
  42. Szczepek Reed, B. (2007). Prosodic orientation in spoken interaction. New York: Palgrave Macmillan.
  43. Tainio, L. (2006, May). Prosodic imitation and participa- tion roles in classroom interaction. Paper presented at the International Conference of Conversation Analysis, Helsinki, Finland.
  44. Tarplee, C. (1996). Working on young children's utter- ances: Prosodic aspects of repetition during pic- ture labeling. In E. Couper-Kuhlen & M. Selting (Eds.), Prosody in conversation (pp. 406-435). Cam- bridge: Cambridge University Press.
  45. Thorne, S. L. (2008). Mediating technologies and sec- ond language learning. In D. Leu, J. Coiro, C. Lankshear, & M. Knobel (Eds.), Handbook of re- search on new literacies (pp. 417-449). Mahwah, NJ: Erlbaum.
  46. Tomasello, M. (1999). The cultural origins of human cog- nition. Cambridge, MA: Harvard University Press.
  47. Tomasello, M. (2003). Constructing a language: A 15404781, 2009, 2, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2009.00853.x by Readcube (Labtiva Inc.), Wiley Online Library on [23/06/2026]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License · DOI

Cited by

Sorted by citations

Authors
MARSH, A. P., & TAINIO, L.
Affiliations
University of Helsinki (FI)
Corresponding author
TAINIO, LIISA
ORCID
TAINIO, LIISA
Venue
The Modern Language Journal
Publisher
Wiley
Published
2009-05
Volume
93
Issue
2
Pages
153-169
ISSN
  • 0026-7902 (ISSN-L)
  • 1540-4781
DOI
10.1111/j.1540-4781.2009.00853.x
OpenAlex
W1999168128
Cited by
152
References
5
Citations by year
2026: 3 · 2025: 7 · 2024: 5 · 2023: 4 · 2022: 12 · 2021: 11 · 2020: 10 · 2019: 10 · 2018: 6 · 2017: 15 · 2016: 5 · 2015: 11 · 2014: 10 · 2013: 8 · 2012: 15
FWCI
99.33
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Modern Language Journal (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Keywords
video games, second language acquisition, word repetition, participation structures, collaborative interpretation, interactional competence, game events

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review