This study investigates the occurrence of students’ language alternation practices during second language (L2) book talk. The data were collected at a voluntary book club for learning English at a university in Korea. The book club was implemented using Zoom. In this context, using multimodal conversation analysis, I highlight instances in which students successfully construct their book talk in English (their L2) but go further by providing translations in Korean (their first language), thus doing repair to deal with (potential) problems of understanding and speaking. The findings show that through these self-repair practices of translation the student-speakers are not only (1) pursuing mutual understanding with the recipients but also (2) managing their turn construction in their doing of book talk. I argue that through these language alternation practices, the students are treating the establishment of intersubjectivity as a central activity of the book talk, which reflects their anticipation of recipients’ possible difficulties in understanding the L2. The findings contribute to a better understanding of language alternation practices in a language learning context and expand our understanding of the endogenous nature of L2 book club activities conducted in a synchronous online session.

本研究调查了学生在第二语言（L2）书本谈话中语言交替练习的发生情况。这些数据是在韩国一所大学的一个学习英语的志愿读书俱乐部收集的。读书俱乐部是使用 Zoom 实现的。在这种情况下，使用多模态对话分析，我强调了学生成功地用英语（他们的 L2）构建他们的书上谈话但通过提供韩语（他们的第一语言）的翻译来更进一步的例子，从而修复以处理（潜在的）问题的理解和说话。研究结果表明，通过这些自我修复的翻译实践，学生演讲者不仅（1）寻求与接受者的相互理解，而且（2）在他们进行书籍谈话时管理他们的轮次结构。我认为，通过这些语言交替实践，学生们将建立主体间性作为书本谈话的中心活动，这反映了他们对接受者在理解第二语言方面可能存在困难的预期。这些发现有助于更好地理解语言学习环境中的语言交替实践，并扩大我们对在同步在线会话中进行的 L2 读书俱乐部活动的内生性质的理解。