Using a structural equation modeling approach, this study investigates the structural relationships between second language (L2) oral proficiency and interest in learning the target language (L2 interest), in the presence of potential mediating variables (i.e. perceived importance of speaking, out-of-class contact with L2 resources). It also examines if interactive and noninteractive out-of-class L2 contact function differently in the structural model. Data were collected from 1,922 college students taking Chinese, French, Russian, and Spanish language classes in the United States. Key findings suggest that (1) L2 interest, as one measure of integrativeness and intrinsic motivation, strongly drives L2 oral development. However, its effect is completely mediated by the perceived importance of speaking; (2) Out-of-class L2 contact, either interactive or noninteractive, significantly correlates with L2 interest but has no significant effect on L2 oral proficiency; (3) however, interactive and noninteractive out-of-class L2 contact still function differently in the structural relationship. Interactive language practice based on digital tools could play a promising role in future L2 learning. Pedagogical implications are presented in the discussion section.

本研究使用结构方程建模方法，在存在潜在中介变量（即感知说话的重要性、 - 与 L2 资源的类联系）。它还检查交互式和非交互式的类外 L2 接触在结构模型中的功能是否不同。数据来自 1,922 名在美国上汉语、法语、俄语和西班牙语课程的大学生。主要研究结果表明 (1) L2 兴趣，作为综合性和内在动机的一种衡量标准，强烈推动 L2 口语发展。然而，它的影响完全是由感知到的说话重要性来调节的。(2) 级外 L2 联系人，无论是交互的还是非交互的，都与 L2 兴趣显着相关，但对 L2 口语能力没有显着影响；(3) 然而，交互式和非交互式的类外 L2 接触在结构关系上仍然发挥着不同的作用。基于数字工具的交互式语言练习可以在未来的二语学习中发挥重要作用。教学意义在讨论部分提出。