A Thesis Submitted in Fulfillment of the Requirements for the Degree of PhD in English (Applied Linguistics)

Abstract

This study attempted to investigate how can vocabulary knowledge can enhance the speaking performance. It examined the degree to which English language (EL) speaking performance can be affected by the size and breadth of English vocabulary among university level of Sudanese EL learners. It aimed at exploring some possible vocabulary teaching strategies used by teachers’ to develop students’ oral ability. It also shed light on how students react to vocabulary learning and teaching strategies used by their tutors. The study subjects were (30) of Sudanese undergraduate students and (20) English language teachers. The tools the study used for collecting data were tests for testing students’ vocabulary knowledge and speaking performance in addition to teachers’ questionnaire. The study used the statistical packages for social sciences (SPSS) for analyzing data. The study results revealed that the learners with higher and stronger breadth of vocabulary knowledge performed better in speaking tests. Overall, the results indicated that learners need to have a good knowledge of words along with adequate additional vocabulary to comprehend and speak EL efficiently. The study recommends that the tutors have to demonstrate a positive attitude towards vocabulary learning and teaching strategies. Moreover the interaction strategies should be taught to learners together with instruction of essential vocabulary and adequate language support to help the students to perform EL efficiently.