打工度假者經驗學習歷程之研究

A Study on the Experiential Learning Process of the Working Holiday Makers

巫佳芬(Chia -Fen Wu)

指導教授 ： 吳明烈

國立暨南國際大學/教育學院/成人與繼續教育研究所/碩士(2010年)

摘要

本研究旨在瞭解打工度假者經驗學習歷程，研究目的包括1.分析打工度假者的參與動機。2.探究打工度假者的經驗學習歷程。3.瞭解打工度假對個人的影響，為達成上述各項研究目的，本研究採用深度訪談法，以達到研究目的。
根據研究分析結果，有下列幾項主要結論：
一、打工度假者參與動機主要涉及打工度假方案吸引力、履行生涯特定目標、逃避動機、體驗動機、求知動機、放鬆動機等六項因素，其中以打工度假方案形成外在拉力促使本研究多位受訪者前往為主要關鍵要素。
二、打工度假者參與決策過程中面臨阻力主要來自家人、朋友、上司，其中男性阻力多源自個人內在壓力。
三、打工度假方案構成強烈拉力促使個人在生命中適度運用空檔時間，並藉此創造不同生命型態。
四、打工度假者在語言學習歷程一開始是受自我意識與社交技巧兩個因素而產生具體經驗，而後續的學習受到個人語言程度及自主學習態度而形成不同學習模式。
五、打工度假者在求職歷程普遍採用過去經驗套用在新情境，但多數結果是失敗，造成個人學習考量當地求職的管道及特性，此外，語言能力是影響求職的主要關鍵要素。
六、打工度假者在工作學習方面普遍找到的是偏技能性工作，一開始獲得工作相關知能與技巧是透過專家示範傳達訊息，其餘經驗或知識則靠個人做中學累積而來。
七、打工度假者的文化學習歷程非常重視個人透過實際互動與實際感受獲得新經驗，個人在處理新經驗過程中會選擇保留新經驗或轉化經驗並運用。
八、打工度假者經驗學習涵蓋語言學習、求職及工作學習、文化學習等三層面，其中以文化學習對個人影響層面較廣。
九、打工度假對個人影響可分為個人發展、建立國際觀、擴展人際關係、與促進工作機會四大面向，其中以個人發展的影響最為普遍，另外以促進工作機會，此面向是過去相關旅遊研究較少提及。

關鍵字

打工度假 ； 打工度假者 ； 經驗學習 ； 經驗學習歷程

並列摘要

The purpose of this study is to research into the experiential learning process of the working holiday makers. The research method used in this study is the depth interview. The objectives of this research are as follows: 1. to analyze the participant motivation of the working holiday makers. 2. to explore the experiential learning process of the working holiday makers. 3. to realize the influence of the working holiday on the working holiday makers.
According to the data analysis of the interviews, the findings are as follows:
1. The participant motivation of the working holiday makers contains the attraction of the working holiday scheme, realizing special goal for the career, escaping motivation, experiencing motivation, knowledge-seeking motivation, relaxation motivation. One of the elements is trigger which is the attraction of the working holiday scheme.
2. When participators make decisions for attending the working holiday, they suffer resistances from their family, friends, and bosses. However, male participators think their resistances from their personal inner pressure.
3. The working holiday scheme is the key pull element which lets individuals learn how to utilize the gap period and create the different life span.
4. The working holiday makers’ initial language experiential learning from self-concept and social skill; besides, individuals’ different language competence and self-learning attitude can generate the different learning modes.
5. Most working holiday makers adopt the past experiences hunting jobs under the new circumstance, but most of them are unsuccessful. Therefore, they start to consider the local characteristics for job hunting. Besides, language competence is the key element while hunting job.
6. The work characteristics of most working holiday makers are skilled. The initial work learning is from the demonstration by the experts. The rest of experiences and knowledge obtaining is from the individuals learning by doing.
7. Cross culture learning is by interacting with people and the environment to obtain the concrete experience. The individuals will keep the new experiences or transform it in the daily life.
8. Three aspects of experiential learning include language learning, job-hunting and job training and culture learning; especially influence of culture learning for the individuals is deeper.
9. The working holiday brings the individuals some benefits which include personal development, building international perspective, developing social relationship, promoting job-opportunity; especially personal development is general. On the contrary, promoting job-opportunity is seldom mentioned by the past tourism researches.

並列關鍵字

working holiday ； working holiday maker ； experiential learning ； experiential learning process

參考文獻

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