Abstract:
This study aims to investigate the role of awareness of sense relations in learning vocabulary among Sudanese secondary school students. The study adopted the descriptive analytical method, so the researcher designed for his instrumentation a test to a number of (30) Sudanese secondary school students and all of them have the same age, background and share the same experience. The findings reveal low abilities of the students’ awareness in some of these relations such as ploysemy, homonymy, synonymy and collocations because it was observed that most of the students have negative responds and a lot of their answers were wrong. In the light of these findings the researcher recommends that the students should be given enough exercises in vocabulary learning by using sense relations and more focusing should be given to the sense of {homonymy} because English language is not only reading and writing but also listening is an important skill and it should be taken into consideration as well as how to know the meaning of the word from the context of the sentence. Finally the researcher suggests that these relations should be studied and discussed individually as: the role of synonymy, antonymy or collocations in vocabulary learning in order to obtain clearer results in each one, also the motivations and attitudes of EFL teachers towards learning vocabulary through sense relations should be taken into consideration as well as the role of the context in vocabulary learning
