[[alternative]]A Study on Applying the Whole Language Approach to International Business Program in Colleges and Institutes of Technological and Vocational Education

博士工業教育與技術學系[[abstract]]本研究係將北美有史以來，影響教師最大的教學派典─全語言教學取向，應用於技職校院國際企業課程，以培育全球化職場之一般與專業工作能力。所使用的研究工具主要包括「激勵的學習策略量表」及「國際企業課程全球化職場工作能力認知量表」，並以國立台中技術學院銀行保險系二技三年級兩班學生合計76人為研究對象，在施以16週對抗平衡設計之實驗教學下，予以探究全語言教學取向與講述教學取向，其國際企業課程之學習動機、學習策略與能力認知之因果模式。實驗教學所得資料以獨立樣本t考驗、重複量測分析、皮爾森積差相關、典型相關分析及結構方程模式等統計方法考驗各項假設。 研究結果顯示，在採取全語言教學取向之場合，以國際企業課程之學習動機與學習策略為自變項，而以國際企業課程之能力認知為依變項；學習動機與學習策略存在正向關係；學習動機與學習策略對能力認知亦存在正向的影響關係，上述因果模式具有良好的適配度，惟在採取講述教學取向之場合，則上述模式之內外在品質均不佳。[[abstract]]This study was to apply the whole language approach, the first name in North American history that such a large number of teachers have changed paradigm, to international business program to cultivate the general and professional competence in global workplace. The Motivated Strategies for Learning Questionnaire (MSLQ) and the competence awareness inventory pertaining to international business program for global workplace were utilized. The study sample involved 76 students enrolled in the Department of Banking and Insruance at the National Taichung Institute of Technology in 2001. After conducting an experimental pedagogy with counterbalanced design lasting for 16 weeks. The cause-effect model among teaching approaches, learning motivation, learning strategies, and competence awareness were explored. Statistical tools such as independent-samples student t-test, repeated measures analysis, Pearson product-moment correlation, canonical correlation analysis, and structure equation modeling were employed to test null hypotheses. It was found that there was a good fit of the model to the data for the whole language approach when the cause-effect model was constructed as: learning motivation and learning strategies were assigned as independent variables, competence awareness was served as dependent variable, learning strategies was positively related to learning motivation, and competence awareness was related to both learning motivation and learning strategies as well. However, such good fit of the model was not happened to the lecture approach