الكفاءة اللغوية لدى التلامذة المضطربين سلوكيا و انفعاليا

Abstract EN

The current research aimed to identify the linguistic competence of the behaviorally and emotionally disturbed students and whether there are statistically significant differences in the language competence according to the gender variable among the behaviorally and emotionally disturbed students (the research sample) In order to achieve the objectives of the research, it was necessary to rely on a tool to measure language proficiency, so the researcher adopted a scale (Mohammed, 2019) to measure language proficiency, which includes (86) items distributed on four dimensions: (audio perceptual competency, reading comprehension efficiency, verbal fluency efficiency of written expression).

After verifying the psychometric properties of the research scale and its paragraphs, it was applied to the basic research sample of (100) of behaviorally and emotionally disturbed students who were selected in a stratified random manner with equal distribution, as choosing the sample in this way makes it more representative of the original research community, and gives freedom to the researcher.

To choose a number of each sex in a random manner proportional to its size in the research community, and the following statistical methods were used (Cronbach's alpha coefficient - retest method - Pearson correlation coefficient - one-sample test t-test for two independent samples - and after analyzing the data statistically using the statistical bag For Social Sciences (SPSS), the following results emerged: The behaviorally and emotionally disturbed students do not enjoy linguistic competence, and there are statistically significant differences in language competence according to the gender variable and in favor of females