شبكة المعلومات العربية التربوية

The present research aims at the following: 1) investigating the linguistic cleverness for undergraduate university students. 2) Whether (or not) there exists a statistical difference in linguistic cleverness for undergraduate university students according to gender (i.e. Males- females) and specialization (i.e. Scientific- humanitarian). 3) The dictation errors for undergraduate university students. 4) Whether (or not) there exists some differences in dictation or composition errors for undergraduate university students according to gender (i.e. Males females) and specialization (i.e. Scientific- humanitarian). 5) The correlative relationship between linguistic cleverness and dictation errors for undergraduate university students. The society of the present study included the students of Al -Mustansiriyah University in the year 2016-2017 from males and females, for scientific and humanitarian specializations. The sample of the students included 300 students from both genders, third year in the college of education, Almustansiriyah University. The researchers adopted two tools one of them is the scale of linguistic cleverness prepared by gardener, which is composed of 13 items. The other tool however, was the scale of dictation errors for university students the scale contained 30 items and researchers checked the validity and stability of the proposed scale. The test for one sample, Kudor Richhardson formula binary difference analysis, and Shefea test for comparisons were all employed by the researchers. After application, the researchers found that there was a considerable statistical difference between the two averages. The t-test degree was (28,59) which is greater than the table t- degree(1,96) in the level (0.05) and freedom degree (299). The reflect that university students have linguistic cleverness. Also, there was a statistical difference in teams of specialization for humanitarian group. There was also a statistical and cooperative difference between (male scientific- male humanitarian). There was also a statistical difference in both averages, the t-test degree was (10.85) which greater than the table t-value (1.96), which indicates that university students had no dictation errors. There existed statistical difference in dictation errors (for the females whose marks were relatively higher than males) it was shown if linguistic cleverness dictation errors will decrease. Based on these findings the researchers emphasized the employment of linguistic activities in classrooms to encourage the linguistic cleverness for students and increasing their abilities in writing. Finally, the researchers suggested making further studies of linguistic cleverness with or variables as academic level and motivation for learning. (Published abstract)