有效的訊息性溝通可以精鍊個人口語表達及提升訊息組織的能力，本研究以融入社團活動的訪談課程培養部落泰雅族國中生的訪談能力，選擇識讀能力相當的同儕作為對照組，對比兩組學生在訪談課程前、後的訪談技巧、訊息分析及口語表達的表現，同時描繪實驗組學生在課程中顯現的文化認同。前測結果顯示，參與本研究的泰雅族國中生每分鐘的提問頻率較高、有四分之一的問題與主題無關、四分之三的句型為封閉問題，以及不瞭解溝通訪談目的。學生多數認為問題問完了或訪談氣氛良好，就代表是個成功的訪談，顯示學生不瞭解訪談是蒐集資訊的歷程。後測時兩組都較能善用受訪者的回應訊息到對話中，所以組間差異不大；兩組整體的口語表達也沒有明顯差異，但在內容充實精彩與訪談流程細項上的掌控，實驗組在訪談技巧上有明顯的進步。訪談課程不止讓學生在討論與實作中琢磨並增進其口語表達的精緻度，同時也因接觸擁有泰雅族文化知識的受訪者，而激發其文化傳承的認同感。

Effective communication of information is based on oral expression and knowledge-organization skills. This study focused on how an interview program enhances the interview skills and cultural identity of Atayal junior high school students. The pretest-posttest nonequivalent group experimental design was chosen. The pretest data showed that: (1) the average number of questions per minute was higher; (2) a quarter of interview questions were unrelated to the subject; (3) three-quarters of interview questions were closed questions; (4) no interview purpose was set. For most students, a successful interview was perceived as one in which all questions were asked, or frequent interaction. This result showed that students do not understand that an interview is a process of information collection. The posttest data indicated that most interview skills of the experimental group were enhanced, but the difference between the 2 groups was not apparent. Both groups noted interviewees' responses and incorporated this information into their conversation. Although the groups showed no difference in oral expression, the experimental group improved the richness of content and ability to control the interview process. During discussion and practice in the interview program, the experimental group not only learned to use exact words to complete questions, but also rediscovered their cultural identity by connecting with people who had a comprehensive cultural knowledge of Atayal.