Abstract:
This study aimed at investigating some vocabulary learning strategies to overcome the Sudanese university students‟ inability to distinguish the near-synonyms of English. The mixed-method approach (descriptive, analytical and experimental) was adopted and applied by the researcher. Four tools were utilized for data collection: a proficiency test, a diagnostic test, an interview, and a questionnaire. The findings of the study have revealed that the dictionary was the commonest vocabulary learning strategy (VLS) employed by the Sudanese university students. The findings have also indicated that the English syllabus did not provide sufficient VLS. Additionally, the results have indicated that the corpora were never used by the Sudanese university students as a newly introduced VLS. Furthermore, the findings have indicated that the learners‟ reported use of discovery strategies (used to discover the meaning of new words) was relatively more outstanding compared to their reported use of consolidation ones (utilized to consolidate the meaning of new words). Moreover, the findings have revealed that the learners failed in the practical use of several VLS despite their success in rating them. In the light of these findings, a number of recommendations and suggestions have been made. The key ones are, respectively, represented in that vocabulary learning strategies (VLS) should be taught to Sudanese university learners, and more studies on near-synonyms should be conducted where corpora are used as the main VLS.
