Abstract:
This study aimed at exploring EFL students' vocabulary size for producing written academic texts. The researcher adopted descriptive analytical method .Two instruments were used for collecting data relevant to the study namely questionnaire to teachers of English at some Sudanese Universities and written diagnostic test to the third year students of English at Dongola University , faculty of Education. The sample of questionnaire comprises (120) teachers whereas the written diagnostic test comprises (50) students . The researcher applied SPSS program to analyze and verity the results. The results have showed that depth and size of students' knowledge of vocabulary are insufficient for producing written texts. Moreover , teachers do not provide students with varied reading activities that reinforce vocabulary learning strategies . Giving consideration for teaching of cohesive devices help improve students' abilities to produce and comprehend written texts. The study has recommended that teachers should raise students' awareness about the importance of learning vocabulary. In addition, students should be encouraged by their teachers to use internet and to communicate with. English native speakers and to be exposed to different authentic materials Furthermore , academic writing is highly recommended to be integrated in the English curriculum in Sudan. Sudanese educational policy should encourage students to learn English based on instructional approach instead of adopting communicative approach. Some suggestions are also proposed for further studies
