Background Characteristics and Oral Proficiency Development over Time in Lower-Division College Foreign Language Programs

Autor/inn/en	Zhang, Xiaowan; Winke, Paula; Clark, Shaunna
Titel	Background Characteristics and Oral Proficiency Development over Time in Lower-Division College Foreign Language Programs
Quelle	In: Language Learning, 70 (2020) 3, S.807-847 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xiaowan) ORCID (Winke, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12396
Schlagwörter	Oral Language; Language Proficiency; College Second Language Programs; College Students; Chinese; French; Russian; Spanish; Second Language Learning; Second Language Instruction; Language Tests; Heritage Education; Prior Learning; Student Interests; Learning Motivation; Gender Differences; Informal Education; Correlation; High Schools; Student Attitudes; Rating Scales; ACTFL Oral Proficiency Interview + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Collegestudent; China; Chinesen; Französisch; Russisch; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Vorkenntnisse; Studieninteresse; Motivation for studies; Lernmotivation; Geschlechterkonflikt; Informelle Bildung; Nichtformale Bildung; Korrelation; High school; Oberschule; Schülerverhalten; Rating-Skala
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01