Abstract:
This paper aims at investigating the influence of some factors that hinder the intentional process of
vocabulary learning. The experimental descriptive method is applied via intentional vocabulary tests
mediated by an experiment in which the intentional approach to vocabulary teaching is adopted. The
sample is composed of one hundred students studying English in fourth year at the faculty of education in
University of Kassala. The data available from the intentional type of questions is computationally
processed with SPSS program to see the influence of some learning factors on vocabulary learning. The
results show that vocabulary achievement is significantly affected by some factors that hinder lexical
learning. The study recommends keen awareness of these specific factors to limit their negative influence
on intentional vocabulary learning.
