Abstract:
The present study was carried out to investigate Role of
Using Lexical Relations in Developing Vocabulary and
Fluency. The most important hypotheses are: The teaching of
lexical relations promotes undergraduates’ vocabulary and
enhances their fluency, also undergraduates’ syllabuses do not
include sufficiently lexical relation items. The study adopted a
mixed-method approach: the descriptive analytical and
experimental method. This situation has the effect of allowing
the instruments used in the research to go together in a
complementary manner. For this reason, an experiment,
questionnaires, and class observations were used for data
collection. The proposed experiment will be conducted at Sudan
University of Science and Technology, College of Languages.
Two groups will be adopted, the experimental and control
group, on basis of a pre-test and a post-test. The tests will be set
in such a way as to account for a greater part for lexical
relations, namely synonyms. The (SPSS) program version 19
was used for data analysis. The key findings are summarized
and a concise set of recommendations such as : Teachers should
understand and assess the role of lexical relations introduce
them to their students after careful consideration also Tutors
should utilize lexical relations to reduce anxiety amongst their
students which might ensue as result of lack of understanding
and inability to cope with the text in question and the classroom
as a whole and, Teachers should encourage students to make
their own glosses in order to inculcate and entrench the concept
of lexical relations.
