对于语言游戏（Language Play）这一概念，通常有两种理解，一种认为它是“练习型语言游戏”，指学习者对某些语言结构片段的排练和练习；另一种视之为带有娱乐性质的语言使用，也称作“幽默语言游戏”。 语言游戏长期以来一直存在人类社会中，然而，直到最近二十年，这一语言现象才在二语习得领域得到密切关注。为数不多的已有研究表明，语言游戏能够有效促进外语学习。不过，对于语言游戏在外语学习中的具体作用以及外语学习者在学习过程中如何创造和运用语言游戏，目前都缺乏深入的理解，仍然需要进一步探究。 本研究探究语言游戏在中国英语学习者中的使用以及语言游戏对外语学习的作用。以四名北京某高校英语专业大二年级学生为研究对象，通过课堂观察、采访、文件收集等方式收集数据，分析探讨四名英语学习者语言游戏的特点以及语言游戏在其英语学习中的作用。研究发现，四名学习者的语言游戏使用存在个体多样性。具有幽默感的学习者参与到幽默语言游戏当中更频繁，而在语音方面有困难的学习者则更常使用练习型语言游戏。此外，结果表明，练习型语言游戏对英语学习有促进作用，尤其当学习者遇到不熟悉的单词或试图从已有外语知识储备中调动相关语言知识完成课堂任务时；而幽默语言游戏则在语言、情感和社交三方面都有益于学习者的外语学习，它能够增强学习者对某些语言形式和结构的记忆，同时降低他们的情感障碍，并且创造机会让学习者使用目标语言交流分享学习生活中的喜与忧。 本研究进一步加深了二语习得领域对语言游戏的使用及其功能的理解，同时也给外语教学和研究带来一定启示。首先，外语学习者可以使用练习型语言游戏作为一种学习策略，运用语言游戏练习所学单词和句型，激活已有外语知识储备并从中提取所需信息、逐渐内化所学生词。其次，可以在课堂外语教学中合理使用幽默语言游戏。外语教师可以在课上运用一些幽默语言游戏的例子如双关、绕口令、字谜等，激发学生的学习兴趣并且提高他们的语言意识。幽默语言游戏也可用作交流中的“润滑剂”，用来调节课堂氛围，为学习者营造一个轻松愉悦的学习环境。对未来研究而言，语言游戏还有不少值得探究之处，如语言游戏在不同水平语言学习者中的使用和作用，影响学习者使用语言游戏的因素，以及外语教师的语言游戏使用及其功能等都可作为今后研究的方向。

The term Language Play (LP) has been explored in two senses: one is considered as rehearsal LP, meaning the practice of certain linguistic patterns; the other refers to the use of language for fun and amusement, and is called ludic LP. This language phenomenon has long existed in human society. However, it did not draw intensive attention in the field of second language acquisition (SLA) until the last two decades. Existing studies have found out its facilitating role in language learning, yet the understanding toward how LP aids in learners’ language learning and how LP is created by learners is still limited. Further exploration is in great need. This study investigates the use of LP in Chinese English-as-foreign-language (EFL) learners as well as the role of LP in EFL learning. It focused on four English-major sophomores. With a qualitative analysis of the data collected from a variety of sources including classroom observation, individual interviews, and relevant documents, it aimed to find out the characteristics of four learners’ LP as well as how LP functioned in their EFL learning. Findings of the present research revealed great individual variation in the way EFL learners produced and engaged in LP. The learner who had more sense of humor engaged in ludic LP more often, while the learner who had more problems in pronunciation tended to use rehearsal LP more frequently. Besides, the result suggested that rehearsal LP aids in EFL learning, particularly when learners encountered unfamiliar words or attempted to retrieve linguistic information from their existing knowledge system of English. Ludic LP benefited learners’ language development linguistically, emotionally, and socially. It made linguistic forms and structures more memorable meanwhile lowered the affective filter, enabling learners to use newly learnt language without the fear of making mistakes. It also provided a safe ground for learners to share their pressure and pleasure in the target language. The findings help develop a fuller understanding of how LP is used by language learners and how LP functions in their language learning. For language learning and teaching implications, rehearsal LP is recommended to be used as a learning strategy to assist learners to practice the target language forms and structures, retrieve relevant language information, and internalize newly learnt lexical items. As for the application of ludic LP, language teachers could adopt examples of ludic LP like puns, tongue twitters, and word riddles for their teaching, raising both students’ interests in the target language and language awareness of linguistic forms. Ludic LP can also be used as a lubricant in social interactions, lightening the classroom atmosphere hence providing a relaxing learning environment. Studies focusing on learners at different proficiency levels, factors affecting learners’ LP use, and teacher’s use of LP are recommended for future exploration.