Abstract:
This research paper is devoted to investigate the operant effect of lexical semantic relations in vocabulary learning among secondary school students. The researcher has adopted the descriptive analytical method. Data has been collected through a test for a number of 60 secondary school students in Omdurman locality. Findings show that secondary school students are not fully aware of the use of some lexical semantic relations, there is an apparent weakness among secondary school students in inferring antonyms of words, above all there are not enough exercises concerning idioms and collocations. Based on the findings of the study the researcher recommends that the students should be aware of the use of lexical semantic relations as it increases the stock of vocabulary and also sufficient exercises should be given to the students with more concentration on the sense of antonomy as well as the use of idioms and collocations. Finally, suggested studies can cover other areas such as: the role of written and spoken contexts in vocabulary learning, also teachers’ attitudes towards the role of lexical semantic relations in vocabulary construction is also suggested.
