Answering calls to map college‐level proficiency development (Modern Language Association, 2007) and longitudinally chart language learning (Barkaoui, 2014; Ortega & Byrnes, 2008), we mapped the oral proficiency growth of 1,922 lower‐division college students of Chinese, French, Russian, and Spanish (in the second, third, or fourth semester of their programs), using the Oral Proficiency Interview–computer (OPIc). We recorded students’ gender, heritage‐learner status, high school language experience, interest in learning the target language, perceived importance of speaking, and outside‐of‐class second language (L2) contact, in order to differentiate growth. Latent growth curve analyses showed that learners’ oral proficiency progressed at an average rate of one sublevel per year on the scale of the American Council on the Teaching of Foreign Languages (2012), following a nonlinear developmental path that was mildly accelerating over time. Students’ proficiency development had a significant relationship with the language being learned, heritage‐learner status, high school language experience, interest in learning, and perceived importance of speaking. No unique effects were found for gender or out‐of‐class L2 contact.

中文翻译：

---

低年级大学外语课程随时间的背景特征和口语能力发展

回答了关于绘制大学水平的能力发展图（现代语言协会，2007年）和纵向绘制语言学习图（Barkaoui，2014年； Ortega＆Byrnes，2008年）的电话的情况，我们绘制了1,922名中，法文低年级大学生的口语能力增长图。 ，俄语和西班牙语（在课程的第二，第三或第四学期中），使用口语能力面试计算机（OPIc）。我们记录了学生的性别，传统学习者身份，高中语言经验，学习目标语言的兴趣，感知的口语重要性以及课外第二语言（L2）接触，以区分成长。潜在增长曲线分析表明，学习者的口语能力以非线性发展道路随时间缓慢增长的方式，以美国外语教学理事会（2012）的规模平均每年以一个子级别的速度发展。学生的能力发展与所学语言，传承学习者身份，高中语言经验，对学习的兴趣以及所感知的口语重要性密切相关。没有发现对性别或不寻常的L2接触有独特的影响。并意识到说话的重要性。没有发现对性别或不寻常的L2接触有独特的影响。并意识到说话的重要性。没有发现对性别或不寻常的L2接触有独特的影响。